Children's conversations and learning science and technology

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Abstract
Much of the information about children's knowledge gathered in contemporary science education research comes from interviews‐about‐instances and interviews‐about‐events and their antecedent, the Piagetian clinical interview. We studied children's knowledge as revealed in extended conversations, thus going beyond those approaches, and attained a fine‐grained image of what children know. Here, through a case‐study approach, we describe four types of conversations with young children learning science and technology which extended our view of children's capabilities.

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