The Ever-Evolving World of Science: common misconceptions

If your child says… “Light and plants are completely separate science topics.”

Ask together

Why would someone studying plant growth also investigate sunlight?

What’s true

An idea from one field can help explain something in another.

If your child says… “Every change can be undone.”

Ask together

Would freezing turn burnt paper back into a sheet?

What’s true

Freezing melted ice shows this change can be undone, not that every change can.

If your child says… “Plants need water instead of food.”

Ask together

What food does the leaf make using water?

What’s true

Plants use water to make food, which they need for energy and growth.

If your child says… “You always need a clock to estimate the time.”

Ask together

What could a familiar shadow position tell someone without a clock?

What’s true

On sunny days, familiar shadow positions can indicate the approximate time without a clock.

If your child says… “Science is answering questions, not making them up.”

Ask together

What could we investigate if nobody asked a question?

What’s true

A useful question can begin scientific work before an answer exists.

If your child says… “The result matched, so there is nothing else to investigate.”

Ask together

What could we change about the push and investigate next?

What’s true

Even an expected result can lead to another question.

If your child says… “Discovering things is my job; responsibility belongs to governments.”

Ask together

Who decides what we do to this plant?

What’s true

Young explorers also share responsibility for how their findings are used.

If your child says… “Real science needs expensive equipment.”

Ask together

What could we change about this plane and compare on its next flight?

What’s true

Simple objects can help us ask questions and test ideas.