Everything has its processes, one could say. A longitudinal study following students' ideas about transformations of matter from age 7 to 16
This thesis concerns students’ learning and meaning-making in science. The theoretical framework builds upon Human Constructivism. This perspective underlines the unique interplay that occurs between thinking, feeling, and acting in human meaning-making and also stresses the important role of language in learning proc-esses. The aim of the thesis is to learn more about how individual students deve
