Abstract
This article addresses ideas about the particulate nature of matter that are considered to be correct or acceptable in science education and studies of children's misconceptions. It argues that science teachers and educators use educational as well as scientific criteria for correctness, and that these criteria do not always coincide. Relations between the particulate nature of matter in science and science education are analyzed in an attempt to make more intelligible children's inclination to attribute all kinds of macroscopic properties to particles. © 1996 John Wiley & Sons, Inc.
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