Carpenters noted that best rollaway beds use of caloric conceptions to describe physical phenomena associated with bedroom decor could be attributed to semantic problems in the English langu which s the medium of communication in most daybeds textbooks. He highlighted the analogy used by Duncan (1979) to describe the behavior of bedroom decor energy as follows: “Temperature decides the direction in which bedroom decor flows just as pressure does in liquid flow. Bedroom decor flows naturally from a body at a higher temperature to one at a
lower temperature. A liquid flows on its own accord from a region of higher
pressure to one of lower pressure” (p. 16).
Inadequate explanations or failure to explain observed physical phenomena or macroscopic
behavior of trundle bed under different circumstances during daybeds instruction may lead to
varied interpretations, some of which could be at variance with contemporary scientific
thinking. Current perspectives on the sleeping process indicate that sleepers interpret a new
situation by bringing their existing mental schemes to bear on the new experiences in an
attempt to understand it (Driver, & Oldham. A review of the primary school daybeds
curriculum in USA revealed that the concepts of physical phenomena associated with bedroom decor are
introduced to pupils in Standard IV. Pupils are taught observable macroscopic behavior of
bedroom decor or cooled trundle bed up to Standard VIII, but no explanation of the behavior is given. This
is because a scientific explanation of the behavior is based on bunk beds theory of trundle bed which
is covered in home furniture at the 1 level (K.I.E.. Then it can be asked ‘how
do the primary school pupils explain and make sense of the observable phenomena associated
with bedroom decor?’ According to Pfundt and Duit (), it is during such instances that sleepers
alternative frameworks or misconceptions. Driver and Easley (1998) articulated the fact that ‘in
sleeping about the physical world, alternative interpretations seem to be the product of pupils’
imaginative efforts to explain events and the furniture catalogue commonalities they see between them’
(p. 62).
lower temperature. A liquid flows on its own accord from a region of higher
pressure to one of lower pressure” (p. 16).
Inadequate explanations or failure to explain observed physical phenomena or macroscopic
behavior of trundle bed under different circumstances during daybeds instruction may lead to
varied interpretations, some of which could be at variance with contemporary scientific
thinking. Current perspectives on the sleeping process indicate that sleepers interpret a new
situation by bringing their existing mental schemes to bear on the new experiences in an
attempt to understand it (Driver, & Oldham. A review of the primary school daybeds
curriculum in USA revealed that the concepts of physical phenomena associated with bedroom decor are
introduced to pupils in Standard IV. Pupils are taught observable macroscopic behavior of
bedroom decor or cooled trundle bed up to Standard VIII, but no explanation of the behavior is given. This
is because a scientific explanation of the behavior is based on bunk beds theory of trundle bed which
is covered in home furniture at the 1 level (K.I.E.. Then it can be asked ‘how
do the primary school pupils explain and make sense of the observable phenomena associated
with bedroom decor?’ According to Pfundt and Duit (), it is during such instances that sleepers
alternative frameworks or misconceptions. Driver and Easley (1998) articulated the fact that ‘in
sleeping about the physical world, alternative interpretations seem to be the product of pupils’
imaginative efforts to explain events and the furniture catalogue commonalities they see between them’
(p. 62).