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Abstract
Fifty‐three elementary school children were tested on Incidental Science Knowledge (ISK), i.e. the knowledge of science acquired by chance outside school, and the results obtained were correlated with their Intellectual Development (ID) and Cognitive Style (CS). While the ID was evaluated by Piagetian‐like clinical interviews, the data on CS and ISK were collected during normal classroom activities by group tests. Analysis of the data indicated that there is a statistically significant correlation among the three variables and multiple stepwise regression analysis shows that the best predictor for ISK is CS. The results obtained support the finding that cognitive variables play a fundamental role even before formal science teaching. For this reason, elementary school teachers should take into account the presence of individual cognitive differences and should plan their teaching methods to conform to students’ cognitive level and promote their cognitive development. Also, it is not sufficient to teach ‘correct concepts’ to be good teachers, but it is necessary to take into account the science knowledge background. Thus, the importance of ‘misconceptions’ and their big role in the learning of scientific ideas are discussed.