An Approach to the Documentation of Alternative Conceptions in School Students' Written Responses.

The article describes the methodology used in the 1980 annual surveys of students' scientific performance at ages 11, 13 and 15 that have been conducted by research teams at Chelsea College and the University of Leeds in England. The responses of the students were analyzed at a "propositions" level and at a "global" level. The findings indicate that the consistency in type of response presents some indication that the results are not dependent on familiarity with specific contexts, but are representative of the level of understanding of the students. In addition, the questions presented in an open-ended form give students little indication as to the nature of the responses required.