You can[’t] catch the sun in a net!: Children’s misinterpretations of educational science television

Abstract

Many science television shows feature refutation narratives where characters speculate about the value of scientific misconceptions (e.g., the sun circles the earth) before learning factual information. Previous research suggests that young children misunderstand these stories, and the current study examined whether learning could be improved using interventions previously validated with adults. Children (N = 201) aged 4–7 years viewed a refutation narrative in its original form or in a modified format that lacked misconceptions or that contextualized those misconceptions with additional scaffolds. Although children’s comprehension of factual information was high across all conditions, their understanding of misconceptions depended on their prior knowledge. Specifically, children with low prior knowledge mistakenly identified misconceptions as intended factual lessons unless they viewed the story without misconceptions or with two forms of additional scaffolding. Conversely, children with high prior knowledge understood the original story best. These findings suggest that the inclusion of fantasy ideas in children’s science programming can disrupt learning for certain children and bolster learning for others.