The Effects of an Informal Online Science Program on Young Children’s Scientific Thinking and Understanding of Genes

Abstract

This study reports on the content and results of an online science program related to genes conducted with 22 children, aged 4–8 years, attending Japan’s Ehime University Kids Academia. Scientific reasoning abilities are present from early childhood, and it has been shown that young children can form evidence-based hypotheses during exploratory play. Therefore, we developed a science course on the theme of “gene”, with activities designed to explore the peculiarities of its structure and formulate hypotheses about its functions. The instructor lectured on genes and living organisms. The children then considered why genes have a helical structure while examining a genetic craft model. They inquired about the function of genes that enable Tibetans to live in high mountains with limited oxygen. Half of the children attempted to use their existing knowledge to provide a scientific explanation for their ability to survive. Furthermore, after completing the online science program, some children were able to apply their knowledge of the function of “gene” to explain other tasks as well. This case study demonstrates that young children can think critically and formulate hypotheses about advanced scientific concepts, such as “gene”, through simple online science activities.