Supporters of teaching young learners science argue that early exposure to related learning situations allows children to acquire knowledge and experience which are essential for comprehending more abstract scientific concepts (Bransford et al. 1999; Eshach and Fried 2005; NRC 2007).
Describing natural and recurring phenomenon, like seasons and the transitions between day and night, can prepare them to learn more advanced scientific concepts later.
There is, however, an even more powerful scientific concept that not only informs every area of STEM, including astronomy, but allows us to see well beyond those twinkling balls of gas in the night sky.
Those researchers who are part of the metamaterials community stand at a fork in the road – does the maturation of metamaterial fabrication lead to a focus on applications and technology, or does it suggest an opportunity to pursue more blue-sky scientific concepts?
On the other hand, the expected close integration of RRI with ongoing research projects may provide some challenges for more foundational investigations of scientific concepts and assumptions.
Emerging research is demonstrating that allowing students to make connections between the science they study and the problems that they, their families, and their communities face can encourage greater interest in science as well as the motivation to learn scientific concepts more deeply (NRC, 2000b; Hulleman and Harackiewicz, 2009).
DeHaan ([2005]) summarizes the recommendations of numerous reports on science education reform by stating that science education should focus, "less on vocabulary and facts that students memorize, and more on students' understanding of scientific concepts and how those concepts fit together in a framework of knowledge about a subject".
When an instructor can build from students' initial conceptions and demonstrate why or how scientific reasoning is better able to explain observations, students may be more prepared to grasp the scientific concepts.
Students of STeLLA teachers were better able to answer questions involving more scientific reasoning and application of science concepts in new contexts.
Kuhn gradually eliminated everything from his notion of incommensurability that does not concern scientific concepts, and ended more or less where Feyerabend began (see Carrier 2001; Chen 1997; Hoyningen-Huene 1990, 487-488; Hoyningen-Huene 1993, 212-218; Hoyningen-Huene 2004, Sankey 1993; Sankey 1994, 16-30; Sankey 1997).
