Abstract
Children have an astonishing ability to relate to, talk about, identify and then name organisms in a mental framework shared with their peers; some even become naturalists and bioscientists as well. In this chapter we outline some of the ideas, supported by research evidence, which contribute to this ontogeny of just one aspect of science capability.
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Tomkins, S.P., Tunnicliffe, S.D. (2015). Naming the Living World. In: Boulter, C.J., Reiss, M.J., Sanders, D.L. (eds) Darwin-Inspired Learning. New Directions in Mathematics and Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-833-6_12
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DOI: https://doi.org/10.1007/978-94-6209-833-6_12
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