For Further Reading

Baillargeon, R. (2004). How do infants learn about the physical world? Current Directions in Psychological Science, 3, 133-140.

diSessa, A., and Minstrell, J. (1998). Cultivating conceptual change with benchmark lessons. In J. Greeno and S. Goldman (Eds.), Thinking practices (pp. 155-187). Hillsdale, NJ: Lawrence Erlbaum Associates.

Inagaki, K., and Hatano, G. (2002). Young children’s naïve thinking about the biological world. New York: Psychology Press.

Kuhn, D. (2002). What is scientific thinking and how does it develop? In U. Goswami (Ed.), Blackwell handbook of childhood cognitive development (pp. 371-393). Oxford, England: Blackwell.

Kuhn, D., and Franklin, S. (2006). The second decade: What develops (and how)? In W. Damon and R. Lerner (Eds.), Handbook of child psychology (6th ed.). New York: Wiley.

Lehrer, R., and Schauble, L. (2002). Symbolic communication in mathematics and science: Co-constituting inscription and thought. In E.D. Amsel and J. Byrnes (Eds.), Language, literacy, and cognitive development: The development and consequences of symbolic communication (pp. 167-192). Mahwah, NJ: Lawrence Erlbaum Associates.

Metz, K.E. (1995). Reassessment of developmental constraints on children’s science instruction. Review of Educational Research, 65, 93-127.

Metz, K.E. (2004). Children’s understanding of scientific inquiry: Their conceptualization of uncertainty in investigations of their own design. Cognition and Instruction, 22(2), 219-290.

National Research Council. (2007). Foundations for science learning in young children. Chapter 3 in Committee on Science Learning, Kindergarten Through Eighth Grade, Taking science to school: Learning and teaching science in grades K-8 (pp. 53-92). R.A. Duschl, H.A. Schweingruber, and A.W. Shouse (Eds.). Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

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