A first-grade class is outside observing the sky. The teacher has asked students to record the position of the sun in their science notebooks. Some carefully sketch where the sun appears. Others include details they notice around them—clouds, airplanes, or other features of the scene. 

These drawings reveal something important about early science learning: young children notice different things, make sense of observations in different ways, and express their thinking differently. If science education aims to help students observe carefully, gather evidence, identify patterns, and explain phenomena, how do we know whether they are developing those skills?

CAESART and Brown University’s EdInstruments have teamed up to address this challenge. Read how, and learn about a new landscape analysis of preK-5 science and engineering assessments via the EDC Insights blog, Are We Measuring What Young Scientists Can Really Do?