When designing programs for science learning, it is important to consider that children's experiences with science begin years before they encounter science in the classroom. Children's developing understanding of science begins in their everyday activities and conversations about the natural and technical world. Children develop "scientific literacy" as they begin to learn the language of science (e.g., concepts such as "gravity" or "metamorphosis"), the kind of causal explanations that are used in scientific theories (e.g., the day-night cycle results from the rotation of the earth), and the kinds of procedures that are used to answer scientific questions (e.g., testing hypotheses, controlling variables).
Associated Projects
TEAM MEMBERS
Citation
DOI
:
978-0805834734
Publication Name:
Designing for science: Implications from everyday, classroom, and professional science
Page Number:
29
If you would like to edit a resource, please email us to submit your request.