It has been suggested that children hold mistaken views about the ‘pure’science that they study at school.

The suggestion that children hold mistaken views about the "pure" science they study at school is an important topic in science education. Many research studies reveal that students often come to class with pre-existing misconceptions influenced by their everyday experiences and the representation of scientific concepts in media.

1. Preconceptions and Misconceptions: Children often develop intuitive but incorrect understandings of scientific phenomena. For instance, they may believe that heavier objects fall faster than lighter ones, which contradicts the principles of gravity and acceleration.

2. Role of Instruction: Traditional teaching methods may not adequately address these misconceptions. Active learning strategies, such as inquiry-based learning or hands-on experiments, can help students confront and revise their misunderstandings.

3. Conceptual Change: Facilitating a conceptual change is critical. This involves not just correcting misconceptions but helping students reconstruct their understanding of scientific principles through effective teaching approaches.

4. Assessment Tools: Educators can employ diagnostic assessments to identify pre-existing misconceptions and tailor instruction accordingly. This helps in creating a more effective learning environment.

5. Long-term Impact: Addressing these misconceptions is crucial for fostering a deeper understanding of science, which can impact students' interest in the subject and their future academic pursuits.

In conclusion, recognizing and addressing the mistaken views children hold about science is essential for enhancing their learning experience and developing a more accurate understanding of scientific concepts. Effective pedagogical strategies should be employed to facilitate this understanding.