Answers are grounded in this paper and cite their sources.
What are the components of children's biological-knowledge system before systematic teaching at school? Can this knowledge system be called naive biology? We propose that young children's biological-knowledge system has at least two essential components—(a) the knowledge needed to identify biological entities and phenomena and (b) teleological and vitalistic causality—and that these components constitute a form of biology. We discuss how this naive biology serves as the basis for performance and learning in socially and culturally important practices, such as health practices and biology instruction.
No takes yet. Share an insight, caveat, or question.
Inagaki et al. (2006) studied this question.
Synapse has enriched 5 related papers. Consider them for comparative context: