According to many educators, the core concern of teaching elementary science is maintaining children's interest in how the world works (Hawkins, 1983; National Science Teachers Association, 1982; Rowe, 1978). When they are curious, children are willing to go below the surface appearance of events and learn about the less self-evident properties of matter. It is hoped that, as they explore deeper explanations and relationships, children learn analytic and critical skills to apply creatively to novel events they encounter later, in school and out. Encouraging such creative thinking among students is another goal of science educators. Related to this concern is the problem of motivating learning or discovery of scientific concepts when the school environment functionally does not demand a higher level of analysis and prediction (Horton, 1967), except for the purpose of getting a passing grade. Teachers have attempted to satisfy these demands of science teaching, for example, by defining science problems or tasks that are related to children's experiences in interesting ways, yet require higher levels of understanding and analysis for completion.