They're Smarter Thank you Think: Kindergarten Students' Conceptions of Components of Scientific Literacy
DOI:
https://doi.org/10.5281/zenodo.20621652Keywords:
scientific literacy, nature of science, scientific inquiryAbstract
This study explored kindergarten students’ conceptions of components of scientific literacy as they entered formal schooling. Using the Young Children’s Views of Science (YCVS) 26 kindergarten students were interviewed for their conceptions of scientific literacy in the realms of ideas about scientific inquiry and nature of scientific knowledge. Data were analyzed by a team of researchers for elements of scientific literacy expressed by students into levels of emerging, mixed, and adequate. It was found that kindergarten students come to formal schooling with already formed conceptions about elements of scientific inquiry such as scientists using prior knowledge to help them develop scientific claims, and elements of nature of scientific knowledge, such as the distinction between observation and inference. Reported are areas where students held differing conceptions, followed with implications and recommendations for future research.
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