Explanatory conversations and young children’s developing scientific literacy

January 1st, 2001 | RESEARCH

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).


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Team Members

Maureen Callanan, Author, University of California, Santa Cruz
Jennifer Jipson, Author, California Polytechnic State University


Identifier Type: doi
Identifier: 978-0805834734

Publication: Designing for science: Implications from everyday, classroom, and professional science
Page(s): 29

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Audience: Elementary School Children (6-10) | Pre-K Children (0-5)
Discipline: Education and learning science | General STEM | Literacy | Nature of science
Resource Type: Peer-reviewed article | Research Products
Environment Type: Informal | Formal Connections | Public Programs