Children's Theories vs. Scientific Theories: Differences in Reasoning or Differences in Knowledge?

In recent years, in the areas of science education, cognitive psychology, developmental psychology, and cognitive science, a number of researchers have taken the position that in the course of their everyday interactions with the natural world, children construct theories that are in many ways similar to those constructed by scientists (Carey, 1985; Driver & Easley, 1978; McCloskey & Kargon, 1988). However, other researchers have argued that children’s theories are very different from scientific theories (diSessa, 1988; Inhelder & Piaget, 1958; Schollum & Osborne, 1985; Solomon, 1983a, 1983b).