The Child-as-Scientist Revisited

Abstract

Abstract This short chapter brings the book to a close by revisiting the child-as-scientist metaphor used so prominently in the theory theory of cognitive development. It is argued that three characteristics of the functioning of science are sometimes overlooked in standard applications. First, science advances not only by the accumulation of acquired knowledge, but also by qualitative shifts in the way things are conceptualized theoretically. Second, scientists not only investigate the world empirically but also reflect on their own thinking to make theoretical advances and design new experiments. And third, science is an inherently social activity, practiced by teams of individuals who inherit research practices and theories from their forebears. To characterize children’s cognitive development more fully, a new child-as-scientist metaphor should include these additional elements.