ABSTRACT
The central role of language in the development of children’s scientific under-standing, their problem solving and attitudes towards science has been discussed by many writers (Barnes et al. 1969; Sutton 1989; 1992). They describe an enabling learning environment as one where children are encouraged to be active participants and are given opportunities to become familiar with the language of science, to talk and write about science and to explore their own views and those of others.
