Exploring the Intrinsic and Extrinsic Foundations of Scientific Literacy

• In Event: Marriott Roundtable Session 12

Session Type: Roundtable Session

Abstract

Despite research and policy recommendations highlighting the importance of scientific literacy to our national health and economic competitiveness, preschool classrooms typically do not focus on science. Further, we know relatively little about the early emergence of scientific literacy and it may develop in young children. Understanding the origins of scientific knowledge is particularly critical given striking and persistent achievement gaps in STEM fields. The purpose of this symposium is therefore to discuss recent work investigating two potential foundations of scientific knowledge: domain-general cognitive skills and environmental influence. The roles of executive function, reasoning abilities, and parental input are considered. By clarifying early influences on scientific literacy, we hope to inform interventions aimed to improve school readiness in science.

Sub Unit

• SIG-Science Teaching and Learning

Chair

• Amy Booth, Vanderbilt University

Papers

• Relations Between Executive Functions and Causal Reasoning in Young Children - Jessie-Raye Bauer, University of Texas at Austin; Amy Booth, Vanderbilt University

• Young Children's Understanding of Evidence as an Epistemic Category - Beate Sodian, University of Munich; Ozgun Koksal-Tuncer, Ludwig-Maximilians-Universität München; Cristine H Legare, The University of Texas Austin

• Early Engineering Learning in a Children's Museum - Catherine A Haden, Loyola University Chicago; Maria Marcus, Loyola University Chicago; Pirko Tougu; David Henry Uttal, Northwestern University

• Causal Explanations and Personal Connections in Everyday Parent-Child Conversations About Science - Claudia Castañeda, University of California - Santa Cruz; Jennifer Jipson, California Polytechnic State University, San Luis Obispo; Maureen A. Callanan, University of California - Santa Cruz

Discussant

• Daryl B. Greenfield, University of Miami