How do we see young children's thinking in science? Is it, as much previous research has led us to believe, that their ideas can be neatly boxed like "brown paper packages tied up with strings" -as the song from The Sound of Music goes? Or are their ideas like "wild geese that fly with the moon on their wings" (Sound of Music): fluid, complex, rich. . . ? Drawing on the author's research into young children's ideas about natural phenomena such as the rain and clouds, and on Rogoff's three foci of analysis (personal, interpersonal and contextual), this paper illustrates how a consideration of sociocultural theory can be useful in framing research with young children, and allow us to see beyond the boxes. Emphasis is placed on recognising that children's thinking in science is embedded within particular sociocultural contexts, is guided by others and integrated with their use of certain mental and physical cultural tools. Thus, the article aims to present an alternative method for the generation of data on young children's thinking. Specific analysis of this data will, it is intended, be presented in a subsequent article.

Sociocultural theorists recognise that cognition is not an individual construction, but is distributed across people as they participate in culturally relevant activities. Thus, rather than being a universal skill, thinking is very much contextually specific, guided by others, and mediated by particular cultural tools and artefacts. Yet there is a tendency in research focusing on cognition in young children to examine thinking and understanding as though they occur in a vacuum, separate from the kinds of activities, experiences, artefacts, and people in and with which they participate. This article, drawing on the work of Vygotsky, Rogoff, Wertsch, Göncü, John-Steiner, and others, will discuss how consideration of the important factors of contexts, collaboration, and cultural tools can present a far more dynamic and rich view of young children's thinking than some more traditional methods of research.

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Objective:To compare the efficacy and safety of a 3-day regimen of clindamycin vaginal ovules with a 7-day regimen of clindamycin vaginal cream for the treatment of bacterial vaginosis (BV). Methods: Women with a clinical diagnosis of BV were treated with a 3-day course of clindamycin ovules or a 7-day course of clindamycin cream administered intravaginally. Three hundred and eighty-four patients received study drug and were included in the evaluable patient population (ovule group, n = 204; cream group, n = 180). Assessments included pelvic examination and diagnostic testing. Primary efficacy endpoints were a resolution of two of three diagnostic criteria at the first follow-up visit and three of three diagnostic criteria at the second. Results: Cure rates in the evaluable patient population were similar between treatment groups: 53.7% (109/204) for the ovule group and 47.8% (85/180) for the cream group (p = 0.2471, 95% CI 4.1-16.0%). The most commonly reported medical event, vulvovaginal pruritus, had similar incidence in both treatment groups. Conclusions: A 3-day course of clindamycin vaginal ovules is as effective and well-tolerated as a 7-day course of clindamycin vaginal cream in the treatment of BV.

Unlike the Piagetian notion of children actively constructing their own understandings, sociocultural theory emphasises that it is through involvement in activities with others that development occurs. Thus, it is important to consider the contexts in which children are developing; the socioculturally relevant activities within those contexts; the participation with, guidance and support of others, and how this changes through involvement in activities and prepares children for future involvement in similar experiences. This article, drawing on research into young children's understandings of natural phenomena, will illustrate how adopting a sociocultural perspective can present a richer image of what children know, than an approach which relies solely on using ‘scientific’ methods to uncover and analyse understandings.