There is a growing recognition that science classrooms are key to improving students’ participation and performance in
science [50]. While children enter school with curiosity about the natural world, many science classes fail to cultivate this
interest into the scientific literacy needed to fuel our nation’s progress. This has caused many experts to call for a new approach
to science education, one that deemphasizes the rote memorization of ‘‘factlets’’ and the coverage of large bodies of
content in favor of active engagement in problem solving and deep learning about core, cross-cutting concepts and processes
[17,51].
The Taking Science to School report [17] asserted that K-8 students may learn deeper science knowledge when they engage
in activities that are similar to the everyday activities of professionals who work in a discipline. This report presented four
intertwined and equally important strands that define proficiency in K-8 science for all students: (1) understanding scientific
explanations, (2) generating scientific evidence, (3) reflecting on scientific knowledge, and (4) participating productively in
science.