ABSTRACT
Children learn biology and notice the effects of other sciences: physics, chemistry and Earth sciences, through observation and interpretation for themselves, giving rise to what is often pompously referred to as ‘misconceptions’. These alternative conceptions are powerfully held, but careful teaching and instruction can move them towards a more scientific understanding. Children have a repository of biological knowledge and interpretation from their earliest years, often acquired through their personal, and directed, observations and experiences. Adults caring for emerging biologists are very important in children’s lives. In these critical early years spend a lot of time providing the child with experiences before they enter school. Everyday activities, such as dressing, washing up, playing together with a ball, observing the weather and cooking, are all examples of science in action, which includes mathematics, engineering and technology. Letting children carry them out is essential for their foundations of learning, especially in these important skills and practice.
