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A perspective about science education is developed which has implications for the design of interactive learning technologies. Current philosophical work concerning the interpretative nature of scientific inquiry is reviewed as a context for discussing the situation of the child in developing scientific understanding. This view of learning ernphasizes the relationships among informal understanding, conceptual change, and enculturation into modes of scientific discourse. A prototype softwaredoi:10.1002/tea.3660240404 fatcat:mwhnhlrqezhrveaumpx5e35rrm