Journal of Research in Science TeachingVolume 27, Issue 4 p. 405-409 Comments and CriticismFree Access Author's response Anton E. Lawson, Anton E. LawsonSearch for more papers by this author Anton E. Lawson, Anton E. LawsonSearch for more papers by this author First published: April 1990 https://doi.org/10.1002/tea.3660270410AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat References Gilbert, J. K., Osborne, R. J., & Fensham, P. J. (1982). Children's science and its consequences for teaching. Science Education, 66 (4), 623– 633. Lawson, A. E. (1988). The acquisition of biological knowledge during childhood: cognitive conflict or tabula rasa? Journal of Research in Science Teaching, 25 (3), 185– 199. Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: toward a theory of conceptual change. Science Education, 66 (2), 211– 227. Wandersee, J. H., Mintzes, J. J., & Arnaudin, M. W. (1987). Children's biology: a content analysis of conceptual development in the life sciences. Paper presented at the Second International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, Cornell University, Ithaca, New York. Volume27, Issue4April 1990Pages 405-409 ReferencesRelatedInformation