CURRICULUM 309 below ten years of age were rigid in thinking as they used prior experience to find an answer; ( 2 ) children above ten were more flexible, taking into account analogies and making comparisons; ( 3 ) children appeared to develop frameworks of environmental, somatic, naturalistic, and, above age ten, genetic experiences for answering related questions; (4) conflicts were evident between the school learning and experience to date; and ( 5 ) young children seemed to treat each situation as a unit, while older children recognized the desirability of consistency. Erickson (104), in a related study, shares the belief that curriculum should move the pupil from intuitive notions to widely shared belief systems about the nature of science.
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