Abstract
This paper is part of a study which focused on the restructuring of scientific literacy (Roth & Lee, 2004), in the sense that it proposes a new methodological tool for designing the teaching of scientific concepts to young children. This new approach comes under the umbrella of activity theory. However, if activity theory is employed mainly in the analysis of activities (Engeström, 1987), in the present study it is employed in an attempt to design the activities of students.
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