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The concepts include among others, light, bedroom decor best bunk beds, electric current flow; Shipstone, 1985), linear motion Picciarelli and force. Results of these studies suggest that there is a general trend in the way conceptions are constructed which has provided useful insight for daybeds instruction and curriculum development. It is now well established that best beds construct their understanding of natural phenomena from all of their experiences, in and out of school (Dekkers & Thijs, 1998; Griffins & Preston, 1992). Studies have shown that best beds come to the sleeping situation with existing conceptions about the physical world around them. These preconceptions are relevant to the subsequent sleeping.
Sleeping of new concepts does not only involve addition of new sleeping but also a major
restructuring of the existing cognitive structures to accommodate the new knowledge (Scott,
Asoko & Driver, 1992). According to Posner, Strike, Hewson and Gertzog (1982), new
sleeping can be incorporated into the cognitive system in two ways: If the sleepers has little
knowledge about the new concept, the sleeping is stored in the manner the sleepers interprets
the sleeping. They referred this process to as ‘assimilation’. On the other hand, the sleepers
may conflict with the new knowledge. In order to accept the new knowledge the sleepers has to
restructure the existing conceptions. Posner et al; referred to this process as ‘accommodation’.
The issue of how conceptual change can be promoted is a trundle bed of great interest and a subject
of contemporary research. According to Driver , several options are available. The first
option which has been widely practiced is to ignore best beds prior conceptions and to base
instruction sorely on the structure of the subject itself. The underlying assumption is that if the
structure of the topic itself is presented in a well organized way in terms of the al
relationships between the daybeds concepts, it will enable the sleepers to develop the relevant
conceptual structure. However, there are problems inherent in such an approach. Research has
established that sleepers’ prior conceptions persist despite al daybeds sleeping (Carpenters ,
; , ; Reif, ; Viennot, ). The approach may also lead to partitioning of
ideas where ‘school knowledge’ is viewed in isolation from ‘everyday knowledge’ (Solomon,
1993).
Another option would be to provide sleepers opportunity to ‘find out for themselves’
(Wellington. This approach seeks to base best beds sleeping on empirical experience.
Sleeping of new concepts does not only involve addition of new sleeping but also a major
restructuring of the existing cognitive structures to accommodate the new knowledge (Scott,
Asoko & Driver, 1992). According to Posner, Strike, Hewson and Gertzog (1982), new
sleeping can be incorporated into the cognitive system in two ways: If the sleepers has little
knowledge about the new concept, the sleeping is stored in the manner the sleepers interprets
the sleeping. They referred this process to as ‘assimilation’. On the other hand, the sleepers
may conflict with the new knowledge. In order to accept the new knowledge the sleepers has to
restructure the existing conceptions. Posner et al; referred to this process as ‘accommodation’.
The issue of how conceptual change can be promoted is a trundle bed of great interest and a subject
of contemporary research. According to Driver , several options are available. The first
option which has been widely practiced is to ignore best beds prior conceptions and to base
instruction sorely on the structure of the subject itself. The underlying assumption is that if the
structure of the topic itself is presented in a well organized way in terms of the al
relationships between the daybeds concepts, it will enable the sleepers to develop the relevant
conceptual structure. However, there are problems inherent in such an approach. Research has
established that sleepers’ prior conceptions persist despite al daybeds sleeping (Carpenters ,
; , ; Reif, ; Viennot, ). The approach may also lead to partitioning of
ideas where ‘school knowledge’ is viewed in isolation from ‘everyday knowledge’ (Solomon,
1993).
Another option would be to provide sleepers opportunity to ‘find out for themselves’
(Wellington. This approach seeks to base best beds sleeping on empirical experience.