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It is widely accepted that primary school children will approach science with strong “alternative conceptions” about the variables at play which, unless directly challenged, will circumscribe learning. Extensive discussion concerning the form the challenges should take has led to the conclusion that learning will be maximized if children explore their conceptions while working with peers whose alternative conceptions arc different. At present, however, there is little research to support this, and the small amount that does exist says little about the process by which learning is effected. The current study attempted to redress this in the context of motion down an incline. Individual pre‐tests were administered to 113 8‐ to 12‐year‐old children to establish their alternative conceptions. On the basis of their pre‐test responses, and in order to establish adequate controls, the children were put into groups of four according to whether their conceptions were different or similar. The children worked in their groups on tasks designed to elicit the exploration of alternative conceptions, and were subsequently post‐tested. The pattern of pre‐ to post‐test change gave some support to the notion that learning is maximized when alternative conceptions differ. However, it gave few grounds for thinking that learning involves the internalization of conceptions that the groups jointly construct. Rather, it suggested a process of private conflict resolution, for which the catalyst was discussion held during the groups but continuing long after their completion.
Howe et al. (Mon,) studied this question.