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This article examines kindergarten children's (5–6 years old) engagement in scientific practices, with a focus on generating and using evidence to support claims, during a 5‐month project about snails. The research questions are as follows: (1) what meanings do kindergarteners construct for what constitutes evidence? How are those meanings reflected in the development of data into evidence? (2) Which ways of gathering empirical evidence are jointly constructed by children and teacher during the project? (3) How do children use evidence to revise their understandings? The participants are one class of Early Childhood Education children (N = 25) and their teacher. They were engaged in a project about snails, involving pursuing their own questions, carrying out experiments and purposeful observations, collecting data and drawing conclusions, under the guidance of the teacher. The results show that …