Abstract
Summaries English Groups of secondary school pupils in England and Tiv region of Nigeria wrote free definitions of common scientific words, mostly connected with burning and energy. They also listed free associations to those words. Analysis of their responses indicated a marked lack of connection between the understandings the pupils had drawn from their general context and the structure of ideas being propounded in science lessons. ‘Concept Profiles’ for these common words (e.g., growth, heat, electricity) emerge, which could help teachers make better use of their pupils’ action knowledge when introducing these concepts in science lessons. The paper describes some of the concept profiles and the method used to obtain them.
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