CLIS Progression in Understanding of Science Concepts from Ages 5 to 16

The work of the Children’s Learning in Science Project (CLIS) was based on a view of learning which assumes that learners are actively involved in constructing meanings. Implicit in the teaching approach is the assumption that learning does not simply involve ‘taking in’ new ideas, but that the learner may need to restructure existing beliefs and ideas in order to move towards and accepted ‘science view’. This view of teaching requires teachers to have an awareness of the range of ideas that students may use in their science lessons in order that they can select appropriate learning experiences. One of the aims of CLIS was to provide a longer term perspective on changes taking place in students’ understanding over the compulsory school years.