Science literacy is one of the most important goals of science to students at all ages and capabilities. Countries striving for leadership in global discourse prioritize fostering scientifically literate generations from a young age. However, limited empirical research exists on preschoolers' understanding of scientific concepts. This study investigates preschoolers’ perceptions of the nature of scientific knowledge (NOSK) and scientific inquiry (SI). Building on earlier studies (Lederman et al., 2019a; 2019b), directed to students of different age groups utilizing the Views about Scientific Inquiry (VASI), this study employs the Young Children’s Views of Science (YCVS) protocol (Lederman, 2009; Lederman et al., 2014). As part of a larger international study, 33 children in Egypt aged three to six participated in focus group interviews involving guided activities, observations, and hypothetical scenarios designed to explore foundational scientific concepts and processes. Responses were audio/video-recorded and analyzed, revealing that children’s perceptions of science were predominantly “inadequate,” followed by “mixed,” “no answer,” and “adequate.” Approximately 25% provided “adequate” answers about scientific processes like observation, inference, and evidence-based conclusions. Meanwhile, 67% demonstrated a “mixed” understanding, and 3% offered “inadequate” answers. When asked, “What is science?”, more than 50% gave “inadequate” responses, highlighting significant gaps in their understanding. These findings suggest that preschoolers lack sufficient knowledge of SI and NOSK. The predominance of “inadequate” responses across most categories highlights the need for targeted interventions. Strengthening foundational scientific literacy through curricula reforms is essential for fostering scientific competence, promoting critical thinking, and preparing young learners to navigate the complexities of modern,science-driven societies and their demands.

References:
[1] Lederman, J.S. (2009). Development of a valid and reliable oral protocol for the assessment of early childhood students’ conceptions of nature of science and scientific inquiry. A paper presented at the annual meeting of the European Science Education Research Association, Istanbul, Turkey.
[2] Lederman, J. S., Bartels, S. L., Lederman, N. G., & Gnanakkan, D. (2014). Demystifying nature of science. Science and Children, (September), 41-45.
[3] Lederman, J., Lederman, N., Bartels, S., Jimenez, J., Akubo, M., Aly, S., Bao, C., Blanquet, E., Blonder, R., Bologna Soares de Andrade, M., …. (2019a). An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry: Establishing a baseline. Journal of Research in Science Teaching: 56 (4), 373-536. https://doi.org/10.1002/tea.21512
[4] Lederman, J.S., Lederman, N.G., Bartels, S.L., Jimanez, J.P. (2019b). Understandings of Scientific Inquiry: An International Collaborative Investigation of Grade Seven Students. In: McLoughlin, E., Finlayson, O.E., Erduran, S., Childs, P.E. (eds) Bridging Research and Practice in Science Education. Contributions from Science Education Research, vol 6. Springer, Cham. https://doi.org/10.1007/978-3-030-17219-0_12

Keywords: International Project, Science literacy, Egypt, Early Childhood.