that influence later developments in more elaborate and explicit
beliefs about the minds of others. There are two ways in which a
developing folk psychology and cognitive science are relevant to
science education. First, they are domains of scientific
activity, and the child’s intuitive knowledge can be understood
as forming the basis for later explicit instruction on the
topic. Second, the cognitive science of science itself is an
important part of the science education of the child (Klahr,
2000). For example, an understanding of the subjectivity of
knowledge and of potential distortions in communication is
essential to being able to engage in science and is deeply
dependent on an understanding of the mind and how it acquires
and uses knowledge.  Naïve Biology  Given the extraordinary
changes in conceptions of the living world over the past few
hundred years, it is obvious that the very young child could not
possibly have a fully accurate grasp of current biological
knowledge. After all, only a few hundred y