The aim of this study was to explore seventh-graders' views on knowledge and their acquisition of knowledge. The pupils' views were examined in the context of six double lessons in physics, where their study focused on the structure and states of matter. The research task was divided into four main research questions (RQ). (1) The pupils' epistemic conceptions were approached from three different perspectives: their own, their teacher's and a scientist's. (2) The pupils' notions related to

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... epistemic judgement of their own learning were examined, as well as (3) their conceptual understanding of the contexts in question. (4) The composite view of each pupil was correlated with his/her personal conceptions, and these personal epistemic views examined and compared with each other.