Kindergartners' Conceptions of Scientific Literacy (Poster 22)

• In Event: AERA Poster Session Friday 8:00 a.m.
  In Poster Session: Science Teaching and Learning

Abstract

We explored kindergarten students’ conceptions of scientific literacy as they entered formal schooling. Twenty-six kindergarten students were interviewed for their conceptions of scientific literacy for ideas about scientific inquiry and nature of scientific knowledge. Data were analyzed by a team of researchers who scored elements of scientific literacy expressed by students into levels of naïve, adequate, and informed. It was found that kindergarten students do have 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 better and worse conceptions, followed with implications and recommendations for future research.

Authors

• Valarie Akerson, Indiana University

• Claire Cesljarev, Indiana University

• Kristen Poindexter, Ivy Tech Community College

• Judith S. Lederman, Illinois Institute of Technology

• Selina L. Bartels, Valparaiso University