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Living , Plant , Nonliving Alternate Concepts of "Life" in Relation to the History of Science Children form personal concepts of the surrounding world . These concepts develop prior to any formal systematic learning of science , and they often remain unchanged in spite of learning . They must be identified and studied in order to trigger a process of conceptual change , from personal , naive , unstructured knowledge to formal concepts which are accepted by the scientific community . Children ' s naive concepts are often compatible with those which
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