Here the authors suggest that a teacher's more productive strategy is to accept that children have certain concepts, and then to build on those as a stepping stone towards more sophisticated and "correct" learning. They propose convincingly that science is seen as a difficult subject largely because the teacher traditionally expends so much effort on combating a child's existing knowledge.
A central concern of the book is with teaching students age 10 15, though the issues are relevant to all age levels.
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