Young children’s ideas about earth and space science concepts

Abstract

This chapter focuses on young children’s conceptual understanding of earth and space science concepts. Most studies in the domain of earth science have targeted young children’s understanding of some meteorological phenomena including the formation of rain and clouds, evaporation and water cycle, wind, and thunder and lightning. There is a lack of research that addressed young children’s conceptual understanding of earth’s materials and the pattern of changes in these materials over time. A relatively large number of studies have targeted young children’s understanding of space science concepts. Most of these studies have focused on children’s understanding of the shape of the earth, day and night cycle, seasons, and lunar concepts. Several directions for further research have identified. Future studies should focus on investigating (1) young children’s understanding of properties of rocks and soils and the pattern of changes in the earth’s materials over time, (2) influence of second-order constrains on young children’s understanding of related astronomical phenomena, (3) the role of specific cognitive and affective characteristics that facilitate young children’s understanding of earth and space science concepts, (4) the developmental trajectories of conceptual understanding of earth and space science concepts in young children, (5) children’s early science learning experience at home, (6) possible gender differences in understanding earth and space science concepts and whether early gender socialization leads children to develop different levels of expertise in the domains of science, and (7) possible constraints and contributions of culture on children’s understandings of earth and space science concepts.