MAPPING DEVELOPMENT IN STUDENTS UNDERSTANDING OF VISION USING A COGNITIVE STRUCTURAL MODEL

This exploratory study took two items, which were designed to ascertai n children's understanding of the phenomenon of 'seeing', and used the m to gather data over the K-10 age range. One item was adapted from an earlier large-scale survey by Adams et al. (1990); the other was base d on a set of metaphors for 'seeing' designed by Guesne (1985). The da ta gathered were analysed in the context of a cognitive structural mod el. This analysis showed that, in relation to the concept of vision, t he cognitive model selected was able to account for the 'normal' devel opmental sequence, as well as indicate some possible sequences which m ight help to explain the 'alternative framework' phenomenon in this ca se. There seems to be sufficient evidence from this study to warrant m ore detailed research in two directions. The first, replicating with a larger sample, the variables discussed in this paper, and the second, carrying out exploratory studies on concepts in other areas of scienc e which have also documented the 'alternative framework' phenomenon. T he results from this line of research would be invaluable to science e ducators who are interested in devising applications for classroom tea ching, learning, assessment and curriculum development.