By the end of primary school, we might expect children to be able to give a reasonable description of what science is. In their response to the question "What is science?", Eshach and Fried (2005) distinguish between conceptual and procedural knowledge and understanding. They explain that children's conceptual knowledge is developed through science activities that help children to interpret and make sense of the world in which they live. Procedural knowledge includes reasoning skills such as asking questions, hypothesising and analysing. Primary Science Education lecturer, Zoe Crompton sought to find out at what age these ideas form, what motivates children to learn science, and how this can be measured through children's choices, effort, and persistence regarding science tasks. She began her investigation by collecting data through informal, semi-structured interviews with 8 children per year group across a school (4 children per class). Year 6 children did not participate as they were preparing for SATs at the time. Herein she discusses her findings and provides several tips for interviewing young children.