In addition, participation in the SLP activities impacts children’s ideas about what science involves (Mantzicopoulos et al., 2009). Children begin to develop meanings about science that include both science content and processes that are integral to the conduct of science (e.g., asking questions, conducting observations, acquiring knowledge through reading relevant texts, conducting experiments, drawing conclusions, sharing their findings). In contrast, kindergarteners receiving only the traditional science lessons hold naïve views about science as a dangerous or magical enterprise that’s appropriate for older children. Their conceptions of science seem to be the result of learning through interactions with older siblings, or from experiences with store-bought science materials (e.g., volcano kits) or toys (e.g., Dr. Dreadful freaky food lab) that children play with at home. Participation in SLP seems to be especially beneficial for girls, seemingly eliminating the gender gap in motivation for science. This finding also supports the position that, in the absence of a coherent and sustained program of science instruction, young children learn the typically gendered views of science commonly presented in society (Patrick et al., 2009). These findings bolster the case that children’s early involvement with science in school contributes to their science knowledge and conceptual understanding. In addition, participation in SLP activities promotes young children’s enjoyment of science along with concepts of themselves as competent science learners.

This information should encourage teachers of young children to spend time on science instruction, and should provide a model for the feasibility and effectiveness of integration across content areas in the early grades. Listed below are the studies to date that have stemmed from the Scientific Literacy Project: