Abstract
Abstract This study reports a new analysis of data on children's ideas about DC electrical circuits. The analysis is theoretically informed by Piagetian stage theory of genetic epistemology. The analysis uses survey data reported by Shayer & Adey to predict the proportion of pupils in any given age cohort that will be able to successfully tackle questions on simple DC circuits. The quantitative predictions are tested against research data published by other workers. The success of this enterprise strengthens the Piagetian genetic epistemological claims to explanatory power of children's cognitive processes and thereby to offer a framework for the structuring of learning experiences.
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