ABSTRACT
This chapter aims to highlight children’s potential to engage in meaningful learning about the biological world when at kindergarten or primary school. To do this, I draw on developmental psychology research about the emergence of biological knowledge and on biology education research about children’s own ideas and the design of learning environments that may contribute to their elaboration. The topic of genetic inheritance is used as a concrete example. I’m specifically concerned with how young children think about the parent-offspring physical resemblance they experience in their everyday lives, and how they can be supported in elaborating their thinking and reaching a better understanding about how this resemblance may occur.
