Young Children's Emergent Science Understanding in Everyday Family Contexts: A Case Study

• In Event: Understanding How Young Children Reason About Science

Abstract

To address the lack of research in early science learning and young children’s informal science experiences, this case study investigated a 7-year-old girl’s (Abigail) emergent science understanding and how it is related to her science experiences in everyday family contexts. Data sources include observations, interviews, parent journals, and a child digital journal. Findings revealed that Abigail’s emergent science understanding was fluid, she had a playful view of science, and an emergent understanding of scientists’ collaborative efforts. Her science-related experiences at home and her mother’s scaffolding played an important role in her emergent science understanding. The study suggests ways of connecting science experiences across contexts.

Authors

• Kathryn J Andrews, University at Buffalo - SUNY

• X. Christine Wang, University at Buffalo - SUNY