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Conservation aspects of the concept of time in primary school children
Author(s) -
Murray Frank B.
Publication year - 1969
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660060310
Subject(s) - event (particle physics) , duration (music) , psychology , dimension (graph theory) , primary education , mathematics education , concept learning , science education , fourth dimension , developmental psychology , relation (database) , mathematics , physics , computer science , quantum mechanics , database , acoustics , spacetime , pure mathematics
Abstract Sixty‐two second‐, fourth‐, and sixth‐graders were asked to judge the temporal duration of objects and events when the objects were changed in height or subjected to decay, when an event was reversed, and when an event was given an affective dimension. Nonconservers of time were those who judged that these irrelevant transformations affected the temporal aspects of the objects or events. The shift from nonconservation to conservation of time occurred between the second and fourth grades for most problems. The results indicated that young (under eight or nine years) children's concept of time is surprisingly defective. The relation of these findings to other conservation concepts was discussed.