Engaging young children with the tentative nature of science

This study compares scientific practices in a research laboratory and a second grade classroom. Through conversation analysis, the author found that in both settings similar processes were followed to establish a mutual understanding about what was seen, done and concluded in a collaborative investigation. The author shows how “mutual understanding” differs from “agreement,” and suggests ways to structure science inquiry activities that can engage young children with the tentative nature of science while helping them to resolve discrepant procedures, observations or interpretations.