ABSTRACT
Theory building is a central activity of science. I argue that children can engage in an intellectually honest version of scientific theory building in the classroom. I present a method for helping students build theories of patterns (such as threshold and equilibration) exemplified by phenomena across domains. Through iterative cycles involving both creative and critical thinking, the approach helps students refine their theories in terms of alignment with scientific conceptions, deeper structure, explanatory power, and abstraction. Empirical findings suggest the approach helps students construct scientific understanding while also developing communicative competence and qualities of a theoretical turn-of-mind.
