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Theory Of Children: Although this theory was invalidated by the publication (1865) of Gregor Johann Mendel's laws of heredity, it continues to be credfted almost universally by laymen and even colors the thinking of some, scientists. In contrast to the blood theory, modern genetics shows that heredity is transmitted not through blood, but through discrete genes; that parents transmit to their children not all, but only one half, of the genes which they themselves possess; that the sets of genes given by the same parent to different children are different, so that brothers and sisters are genetically unlike (except for identical twins, which have identical genes). Most important, the heritable variability present in a population is perpetuated more or less indefinitely.
Within the constructivist theory of children's learning, well documented and strongly held by many science educators, children's ideas do not develop from scratch. Harlen and Jelly (1989, p. 39) explain this simply by saying that children learn by linking new ideas with existing ones and changing them when necessary as more evidence comes available. Piaget described this process as assimilation - i.e. dealing with new situations and problems and accommodating them through the process of mental change (Althouse 1988, p. 4), therefore the level of children's understanding depends on their ability to be Flexible in their thinking.
(5) Archytas of Tarentum (fl. 360 B.C.) developed a very advanced theory of acoustics and founded mechanics.
(6) At an undetermined date Pythagoreans developed the theory of mathematical "means" and they also invented the theory of polygonal numbers.
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