科学学习和理解不再被认为是事实和技术词汇的死记硬背，而是意味着好奇心和探究能力的发展，帮助学习者在他们周围的世界意义（洛士利，et al.，2010，pg.45）。科学研究允许现有的观念受到挑战，知识和理解来实现（洛士利，et al.，2010）。这方面的知识和理解源于内在的好奇心（锋利，et al.，2009，pg.2）。婴儿，谁不断接触周围的物体，正在调查材料的纹理和发展自己的反应，他们。当他再次返回到软玩具，他表明，他的调查已经制定了关于纹理和后续行动的想法是根据他的初步调查。父母将玩具从婴儿微笑时他终于达到插入他的奖提供了挑战和社会的互动，进一步发展幼儿的能力的一种手段。而不是一个空的容器，父母已经开始填补，婴儿已经证明，他是一个建构主义学习者谁是执行科学探究与他的环境和经验的基础上建立。
Learning and understanding in science is no longer considered the rote learning of facts and technical vocabulary, but instead means embracing inquisitiveness and the development of enquiry skills that aid the learner in making sense of the world around them (Loxley, et al., 2010, pg.45). Scientific enquiry allows existing ideas to be challenged and knowledge and understanding to be achieved (Loxley, et al., 2010). This knowledge and understanding stems from intrinsic curiosity (Sharp, et al., 2009, pg.2). The infant, who continuously touches the objects surrounding him, is investigating the textures of materials and developing his own responses to them. When he then repeatedly returns to the soft toy he demonstrates that his enquiry has formulated ideas about texture and subsequent actions are based on his initial investigations. The parent who then moves the toy further from the infant and smiles when he finally reaches and nuzzles his prize has provided challenge and social interaction as a means of developing the infant’s skills further. Rather than an empty vessel that the parent has begun to fill, the infant has demonstrated that he is a constructivist learner who is performing scientific enquiry by interacting with his environment and building on his experience.