ABSTRACT
Years before encountering their first formal science lessons in elementary school, children may already be practicing scientific thinking on a weekly, if not daily, basis. In one recent survey, parents reported that their kindergartners engaged, on average, in more than 300 informal science education activities per year-watching science television shows, reading science-oriented books, and visiting museums and zoos (Korpan, Bisanz, Bisanz, Boehme & Lynch, 1997). This strikes us as a lot, but it is likely to pale in comparison to what young children may experience five years from now. Encouraged by findings suggesting that children’s out-of-school activities and learning environments are linked to motivation and success in the classroom (e.g., Gottfried, Fleming, & Gottfried, 1998), developers continue to expand the number of science-oriented museums, internet sites, books, and television shows specifically designed for young children. But what constitutes effective learning environments? What are the knowledge bases, processes, and practices that good informal science education should seek to develop?
