Alternative frameworks: Interpretation of evidence

Abstract

Abstract Ideas about alternative frameworks in science, children's science, multiple private versions of science and misconceptions in science have been put forward recently (see Osborne et al. 1983 for references). These ideas are developed from responses to queries, from transcripts of talk, and from performances on tasks related to specific concepts. The implication is generally drawn that teachers should try to identify them and to adjust their teaching accordingly. What follows expresses reservations about interpretation of the evidence and about that implication.