ABSTRACT
In order for children to achieve a functional level of scientific understanding, especially in the physical sciences such as chemistry, physics, earth sciences, and astronomy, at what age do we begin formal teaching about the physical world, and what do we teach? What is our theoretical approach? Most importantly, how will this theory guide us in creating materials that foster optimal learning in the physical sciences? Finally, what types of instructional strategies should we use, especially for novices who have little or incorrect knowledge about the domain of physical science? These are the primary questions we set out to answer in our research program.
