No abstract

No abstract

This paper examines the nature of kindergarten students' science learning from an inquiry unit in which they investigated the life cycle of the monarch butterfly. The unit was implemented in a public school serving a socioeconomically, ethnically, and linguistically diverse student population. The paper provides descriptive data on children's science learning from their investigations. The descriptive data were collected during the implementation of the inquiry unit using an electronic portfolio system. A second set of data on science learning was collected using an objective, researcher‐designed instrument called the Science Learning Assessment (SLA). These data were collected from children in the intervention who completed the inquiry unit and from a comparison group of kindergarten students that was similar in demographic characteristics but did not receive systematic science instruction. The comparison group provides baseline data about kindergarten students' science concepts in the absence of targeted science instruction. There were 100 participants (65 intervention and 35 comparison students). Results indicate that intervention students demonstrated a functional understanding of scientific inquiry processes and of important life science concepts during their investigations. Statistical analyses of SLA data indicate that the intervention group showed significantly better understanding of scientific inquiry processes than the comparison group. © 2008 Wiley Periodicals, Inc. Sci Ed 92:868–908, 2008

We investigated whether kindergarten girls' and boys' (N ¼ 162) motivation for science (perceived competence and liking) differed. Children were ethnically and linguistically diverse, primarily from low-income families, and attended one of three schools. One school offered a typical kindergarten science experience. Kindergarteners in the other two schools participated in the Scientific Literacy Project (SLP)-a program based on a conceptually coherent sequence of integrated science inquiry and literacy activities. SLP lasted either 5 or 10 weeks. Regardless of sex, both groups of SLP children had greater motivation for science than children who had only the regular science experience. Moreover, children receiving 10 weeks of SLP reported greater science competence than those who received 5 weeks. Boys in regular classrooms reported liking science more than did girls, however there was no sex difference for SLP children. These results are supported by interview data accessing children's ideas about science. The findings suggest that early meaningful participation in science is likely to promote girls' and boys' motivation for science. ß

No abstract