Abstract
Previous studies have indicated that children, in the pedestrian accident‐prone age range of 4‐9 years, hold a range of naive concepts of speed, which could be a possible causal factor in determining young children's vulnerability when interacting with traffic. This research reports an attempt to bring about conceptual change in children's concept of speed via the teaching of the science of speed. The course incorporated elements of an integrated educational experience and was specifically designed to involve the minimum of teacher preparation and the maximum of hands‐on experiences. The results indicate that it may indeed be possible to modify naive conceptions via teaching that targets particular concepts.
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