Concept Modification Approach to Pedestrian Safety: a strategy for modifying young children's existing conceptual framework of speed

Research suggests that many children have a concept of speed which is counter productive to sound road crossing decisions. The research described here deals with an attempt at conceptual change through the teaching of a unit on speed to children in their second year of schooling. There is optimism that 6‐7‐year‐old children can apply classroom experiences to real life situations.