The issue of the understanding of time is a significant field of study for developmental psychological and epistemological research during the past hundred years. Issues such as the understanding of temporal conceptions and of the symbols-words which describe them, such as the associations “pastpresent-future”, “before and after”, “while, now, and soon”, duration, age, time perception, logical abilities, namely various aspects of physical, biological and historical time, were the subjects of systematic theoretical pursuits and research (e. g., Fraisse, 1963; Friedman, 1977, 1986; Levin, 1992; Montangero, 1984; Piaget, 1969; Richie & Bickhard, 1988; Samartzi, 2011). A problem examined within the framework of this subject matter is the understanding of two basic dimensions of time, duration, and sequence (e. g. Fraisse, 1984; Montangero, 1985a; Piaget, 1969, 1966; Richie & Bickhard, 1988; Samartzi, 2008). The present study seeks to explore the issue of students’ mental representations about the propagation time of the natural entity of light through tasks based on event duration and sequence.

中文翻译：

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10 岁和 14 岁学生光传播时间的心理表征：教学视角

对时间的理解问题是过去百年来发展心理学和认识论研究的一个重要领域。诸如对时间概念和描述它们的符号词的理解等问题，例如“过去现在-未来”、“之前和之后”、“同时、现在和很快”、持续时间、年龄、时间感知、逻辑能力，即物理、生物和历史时间的各个方面，是系统理论追求和研究的主题（例如，Fraisse, 1963; Friedman, 1977, 1986; Levin, 1992; Montangero, 1984; Piaget, 1969; Richie & Bickhard，1988 年；Samartzi，2011 年）。在本主题框架内研究的一个问题是对时间、持续时间和序列的两个基本维度的理解（例如 Fraisse，1984；Montangero，1985a；伯爵，1969、1966；里奇和比克哈德，1988 年；萨马齐，2008 年）。本研究旨在通过基于事件持续时间和顺序的任务，探讨学生对光的自然实体的传播时间的心理表征问题。