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This is the second article produced by members of the ASE Research Committee about research-informed practice stimulated by the Education Endowment Fund guidance on Improving Secondary Science. This article focuses on preconceptions children's naive ideas about science - and sets these ideas within a constructivist learning theory approach. Through understanding how children learn and move their ideas forward in science, teachers can work out the best ways to introduce new ideas, sustain curiosity and make connections between various science activities to ensure the confident development of conceptual understanding.
