Although children in primary schools do not need to know all the definitions of geological terms, it is useful that teachers use them correctly. There are plenty of sources for developing misconceptions and the most emphasized are: Children's experiences, ignorance of the elders (parents and teachers) and influence of peers.

These alternate frameworks, in some cases strongly held and resistant to change, in others flexible and with many internal inconsistencies, have their influence on the effectiveness of formal school science programmes. to 4 -year-olds were tested on an invisible displacement task in which the goal was to find a toy ball that was dropped down one of potentially three opaque tubes that could be interwoven to produce a visuospatial maze. The key vocabulary children will need to develop when learning about rocks, fossils and soils can be found in the downloads section of Explorify.Colour is a property of an object, and is independent of both the illuminating light and the receiver (eye). It is therefore essential that we are armed with a number of teaching strategies which enable us to identify, avoid and remedy misconceptions in the children we teach. Children and adults often hold naive intuitive theories about how the physical world around them works, and their misconceptions can be difficult to change.

Finally, below is an excellent video, A Private Universe, that shows just how resistant to change some misconceptions are, even among Harvard graduates. Many of the misconceptions children have about rocks arise from the use of ‘everyday language’ when describing them. Remember, it’s not that long ago that people thought the world was flat, that atoms didn’t exist and that the Universe revolved around the Earth.Provide tasks where the students have to demonstrate that they understand the scientific idea, and why the misconception is wrong. Contra Piaget, I argue that: (1) development rarely involves stagelike domain-general change and (2) domain- specific predispositions give development a small but significant kickstart by focusing the infant's attention on proprietary inputs.