Science Learning
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What Children Know and How They Learn by Borgexvw
Changes in understanding of what children know and how they learn have been profound in the past several decades. This new understanding is central to formulating how science should be taught. In summary: “Children entering school already have substantial knowledge of the natural world, much of which is implicit.” What children are capable of at a particular age is the result of a complex interplay among maturation, experience, and instruction. What is developmentally appropriate is not a simple function of age or grade, but rather is largely contingent on their prior opportunities to learn.
” Students’ knowledge and experience play a critical role in their science learning, influencing all four strands of science understanding.” Race and ethnicity, language, culture, gender, and socioeconomic status are among the factors that influence the knowledge and experience children bring to the classroom.
” Students learn science by actively engaging in the practices of science.” A range of instructional approaches is necessary as part of a full development of science proficiency. The commonly held view that young children are concrete and simplistic thinkers is outmoded; research shows that children’s thinking is surprisingly sophisticated. Yet much current science education is based on the old assumptions and so focuses on what children cannot do rather than what they can do. Children can use a wide range of reasoning processes that form the underpinnings of scientific thinking, even though their experience is variable and they have much more to learn.
Contrary to conceptions of development held 30 or 40 years ago, young children can think both concretely and abstractly. As with most human characteristics, there is variation across children at a given age and even variation within an individual child. Development is not a kind of inevitable unfolding in which one simply waits until a child is cognitively “ready” for abstract or theory-based forms of content. Instead, parents and teachers can assist children’s learning, building on their early capacities.
Adults play a central role in promoting children’s curiosity and persistence by directing their attention, structuring their experiences, supporting their learning attempts, and regulating the complexity and difficulty of levels of information for them. In the sciences, both teachers and peers can and must fill these critical roles.
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