在本文的最后一章，论述了儿童的科学观念对中小学科学教学的几点启示。

And in the last part, the implications of children's ideas in science for science teaching.

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她说：“在发现缺少数学、科学、工程学课程后，我创办了‘儿童工程学’（EFK），让我的学生可以报名。”

She said, "I started Engineering For Kids (EFK) after noticing a real lack of math, science and engineering programs to enroll my own kids in."

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长期以来，舍伦贝格一直质疑科学研究所支持的这一说法：音乐教育提高儿童的抽象推理、数学或语言能力。

Schellenberg had long been skeptical of the science supporting claims that music education enhances children's abstract reasoning, math, or language skills.

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So, Piaget viewed the child as a scientist who developed this understanding, these schemas, these little miniature theories of the world.

皮亚杰将儿童视为科学家,认为儿童能够形成关于世界的,一系列看法,图示,或者说小型理论

耶鲁公开课 - 心理学导论课程节选

And then finally, at around age twelve, you could get abstract and scientific reasoning.

最后,大约在十二岁的时候,儿童的抽象推理和科学推理能力得以完善

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