ArticlePDF Available

Abstract

Over the past two decades, science has increasingly become an integral part of early childhood curricula, and research on teaching and learning science in early years has emerged as an established field of study. Collectively, the findings of a growing body of literature suggest that introducing science in developmentally appropriate ways may support young children’s learning of science concepts and scientific thinking skills. The increasing number of edited volumes and special issues, including this one, devoted to the topic of early childhood science teaching and learning indicates that early science education, as a field of study, will continue to attract researchers from early childhood and science education as well as educational and cognitive psychology.
Journal of Childhood, Education & Society
Volume 2, Issue 3, 2021, 217-219
ISSN: 2717-638X
DOI: 10.37291/2717638X.202123159
EDITORIAL
©2021 Journal of Childhood, Education & Society. This is an open access article under the CC BY- NC- ND license.
Teaching and learning science during the early years
Kathy Cabe Trundle1, Mesut Saçkes 2
Abstract:
Over the past two decades, science has increasingly become an integral part
of early childhood curricula, and research on teaching and learning science in early years
has emerged as an established field of study. Collectively, the findings of a growing body
of literature suggest that introducing science in developmentally appropriate ways may
support young children’s learning of science concepts and scientific thinking skills. The
increasing number of edited volumes and special issues, including this one, devoted to
the topic of early childhood science teaching and learning indicates that early science
education, as a field of study, will continue to attract researchers from early childhood
and science education as well as educational and cognitive psychology.
Keywords
Early science education;
Preschool science education;
Teaching and learning of
science
Research on the teaching and learning of science during children’s early years of development has
emerged as an established field of study over the past two decades. Collectively, the findings of a growing
body of literature suggest that introducing science in developmentally appropriate ways may support
young children’s sensory explorations of their world and provide foundational knowledge and skills for
lifelong science learning as well as a deeper appreciation of nature (Trundle, 2015; Trundle & Saçkes, 2012).
Despite the increasing number of research studies on early childhood science education, our
knowledge about the teaching and learning of science during the early years remains limited compared to
other domains such as literacy and mathematics (Trundle & Saçkes, 2012, 2015). Empirical studies, reviews,
and policy analyses are needed to inform the theory and practice of teaching and learning of science in
preschool and kindergarten classrooms.
The following research themes provide a foundation for further studies in the field (Siry, Trundle &
Saçkes, in press): 1) development of children’s scientific thinking and inquiry skills and how to support
children as they engage with science; 2) play as a pedagogical tool for science learning and skill
development; 3) children’s emotions and motivation toward science; 4) the effectiveness of available
science curricula and the design of developmentally appropriate science curricula for young learners; 5)
accessibility of early science education for all children; 6) the integral link between science and language
and young children’s talk about and interaction with science concepts and phenomena; 7) the integration
of science learning with other content domains; 8) outdoor and environmental education to support science
learning; 9) family participation in young children’s science learning; 10) educational materials and
technology to support young children’s science learning; and 11) parent and caregiver support of infants
and toddlers as they begin to experience science concepts and skills.
The content of this special issue of the Journal of Childhood, Education & Society contributes to our
understanding of several aspects of early science education including:
how play-based inquiry activities support children’s conceptual understanding of thermal-
_____________
1 Utah State Universit y, Emma Eccles Jones College of Education and Human Services, Department, Logan, Utah, USA, email: kathy.trund le@usu.edu, ORCID:
https://orcid.org/0000-0003-4281-3782
2 Balıkesir Un iversity, Necatibey School of Education, Balıkesir, Turkey, email: msackes@balikesir.edu.tr, ORCID: https://orcid.org/0000-0003-3673-1668
Kathy Cabe TRUNDLE & Mesut SAÇKES
218
insulation and engagement with scientific and engineering practices (Fragkiadaki et al., 2021;
Miller & Saenz, 2021)
the role of language, question-explanation exchanges, and Dual Language Learning
environment in learning science concepts (Åkerblom & Thorshag, 2021; Haber et al., 2021;
Rumper et al., 2021)
how early childhood teachers’ perceptions of gender influence their science teaching practices
(Hamel, 2021).
how off-school visits promote young children’s engagement with scientific inquiry and
learning of science concepts (Roberts, 2021).
The extent to which science concepts and skills are included in U.S. preschool curricula
(Ocasio et al., 2021).
Teaching and learning science as inquiry during the early years should invite children to be
cognitively, motivationally, and physically active participants in investigations where they ask questions,
make observations and answer questions within the context of developmentally appropriate concepts and
materials (Trundle & Saçkes, 2012). The findings of research studies over the last two decades, along with
the studies included in this special issue, suggest that young children have potential to benefit from science
learning opportunities (Carey, 2004; Güçhan-Özgül, 2021; Kuhn & Pearsall, 2000; Metz, 1997; Hobson,
Trundle & Saçkes, 2010; Samarapungavan, Mantzicopoulos, &Patrick, 2008; Saçkes et al., 2020; Trundle &
Saçkes, 2015).
Over the past two decades, science has increasingly become an integral part of early childhood
curricula, and research on teaching and learning science in early years has emerged as an established field
of study. The increasing number of edited volumes and special issues, including this one, devoted to the
topic of early science teaching and learning indicates that early science education, as a field of study, will
continue to attract researchers from early childhood and science education as well as educational and
cognitive psychology.
Declarations
Acknowledgements: Not applicable.
Authors’ contributions: Authors contributed equally to the manuscript.
Competing interests: The authors declare that they have no competing interests.
Funding: Not applicable.
References
Åkerblom, A., & Thorshag, K. (2021). Preschoolers’ use and exploration of concepts related to scientific phenomena in
preschool. Journal of Childhood, Education & Society, 2(3), 287302. https://doi.org/10.37291/2717638X.202123115
Carey, S. (2004). Bootstrapping and the development of concepts. Dedalus, Winter, 59-68. https://doi.org/10.1162/001152604772746701
Fragkiadaki, G., Armeni, A., Zioga, S., & Ravanis, K. (2021). Dramatic play as a means to explore and support preschool children’s
thinking about thermal insulation. Journal of Childhood, Education & Society, 2(3), 220234.
https://doi.org/10.37291/2717638X.20212395
Güçhan-Özgül, S. (2021). Integration of inquiry and play: Young children’s conceptual change in astronomy. Journal of Inquiry Based
Activities, 11(1), 1-15.
Haber, A. S., Puttre, H., Ghossainy, M. E., & Corriveau, K. H. (2021). “How will you construct a pathway system?”: Microanalysis of
teacher-child scientific conversations. Journal of Childhood, Education & Society, 2(3), 338363.
https://doi.org/10.37291/2717638X.202123117
Hamel, E. E. (2021). Science starts early: A literature review examining the influence of early childhood teachers’ perceptions of gender
on teaching practices. Journal of Childhood, Education & Society, 2(3), 267286. https://doi.org/10.37291/2717638X.202123118
Hobson, S. M., Trundle, K. C., & Saçkes, M. (2010). Using a planetarium software program to promote conceptual change with young
children. Journal of Science Education and Technology, 19(2), 165-176. https://doi.org/10.1007/s10956-009-9189-8
Kuhn, D., & Pearsall, S. (2000). Developmental origins of scientific thinking. Journal of Cognition and Development, 1(1), 113-129.
Teaching and learning science during the early years
219
https://doi.org/10.1207/S15327647JCD0101N_11
Metz, K. E. (1997). On the complex relation between cognitive developmental research and children’s science curricula. Review of
Educational Research, 67(1), 151-163. https://doi.org/10.3102/00346543067001151
Miller, A. R., & Saenz, L. P. (2021). Exploring relationships between playspaces, pedagogy, and preschoolers’ play-based science and
engineering practices. Journal of Childhood, Education & Society, 2(3), 314337. https://doi.org/10.37291/2717638X.202123121
Ocasio, A., Waltzer, T. ., Caudy, C., & Kloos, H. (2021). Are preschoolers expected to learn difficult science constructs? A content
analysis of U.S. standards. Journal of Childhood, Education & Society, 2(3), 364390. https://doi.org/10.37291/2717638X.202123122
Roberts, P. (2021). Follow the leader: Child-led inquiries to develop science learning of young children. Journal of Childhood, Education
& Society, 2(3), 303313. https://doi.org/10.37291/2717638X.202123120
Rumper, B., Frechette, E., Sharifnia, E., Greenfield, D., Michnick Golinkoff, R., & Hirsh-Pasek, K. (2021). Portrait of early science
education in majority dual language learner classrooms: Where do we start?. Journal of Childhood, Education & Society, 2(3),
235266. https://doi.org/10.37291/2717638X.202123119
Saçkes, M., Trundle, K. C., & Shaheen, M. (2020). The effect of balanced learning® curriculum on young children’s learning of
science. Early Childhood Education Journal, 48(3), 305-312. https://doi.org/10.1007/s10643-019-00985-x
Samarapungavan, A. L. A., Mantzicopoulos, P., & Patrick, H. (2008). Learning science through inquiry in kindergarten. Science
Education, 92(5), 868-908. https://doi.org/10.1002/sce.20275
Siry, C., Trundle, K. C., & Saçkes, M. (in press). Science education during the early childhood years: Research themes and future
directions. In N. Lederman, D. Zeidler, & J. Lederman (eds.) Handbook of Research on Science Education, Volume III (vol. 3).
Routledge.
Trundle, K. C. (2015). The inclusion of science in early childhood classrooms. In K. C.Trundle & M. Saçkes, (eds.), Research in early
childhood science education (pp. 1-6). Springer. https://doi.org/10.1007/978-94-017-9505-0_1
Trundle, K. C., & Saçkes, M. (2012). Science and early education. In R. C. Pianta, W. S. Barnett, L. M. Justice, & S. M. Sheridan (Eds.),
Handbook of early childhood education (pp.240-258). Guilford Press.
Trundle, K. C., & Saçkes, M. (Eds.). (2015). Research in Early Childhood Science Education. Springer. https://doi.org/10.1007/978-94-017-
9505-0
... In recent years, many countries have recognised the significance of including science education into early childhood curriculum. As a result, the fascination in examining the teaching and learning of science during early childhood has risen, becoming a significant area of research in social science studies (Trundle & Saçkes, 2021). Essentially, early science learning in ECE refers to the acquisition of knowledge and skills related to sensory Vol 13, Issue 3, (2024) E-ISSN: To Link this Article: http://dx.doi.org/10.6007/IJARPED/v13-i3/22679 ...
Article
Full-text available
The worldwide education system, particularly STEM education, has been significantly impacted by technological advancements in the 21st century. In general, science education in preschool incorporates technology as educators engage in activities within the classroom. However, previous research indicates that numerous educators still lack a clear understanding of the most effective methods for incorporating technological tools into classroom instruction. Even more surprisingly, several educators lack the ability to effectively utilise technology in their teaching due to their perception of it being challenging. Hence, this recent study aims to identify the best methods highlighted by contemporary early childhood education (ECE) educators to enhance children's knowledge in learning science by incorporating a Technology-Based Learning (TBL) environment in the classroom. The study employed a qualitatively investigative approach using three different research instruments to examine the perceptions of four Malaysian educators and to explore the experiences of 60 preschool children aged 5-6 years from three distinct preschools. The outcomes of the study were discovered through data triangulation using ATLAS.ti software. They demonstrate that educators are strongly confident that empowering children by using hardware and software in the classroom is the best practice to assist children in enhancing their critical thinking skills. Thus, it is advocated that educators increase the number of activities using digital tools in science classrooms, but this needs to be limited to learning purposes related to relevant topics. Further study is recommended to discover simple, yet exciting, PBL activities that can be carried out by educators in preschool settings.
... Engaging in science process skills during the early years emerges as a strong predictor of subsequent academic success in science for learners (Saçkes, 2014). As such, they need to be capacitated with the necessary guidance when embarking on the learning of concepts (Trundle & Saçkes, 2021). ...
Article
Full-text available
This study aimed to explore how early childhood teachers engage science process skills for teaching science concepts in early childhood settings. Social constructivist theory was employed as the guiding framework for this study. Four Grade R teachers were purposefully selected and engaged through qualitative research methods. Data generation was informed by semi-structured interviews, classroom observations, and document analysis. Thematic data analysis was used to unpack the aim of the study. Results reveal that the low engagement of science process skills by participants was strongly influenced by their limited knowledge of content and science process skills when teaching the concepts. This finding implies that the training of early childhood teachers needs to improve and be supported with continuous development programs. This finding may inform teacher training programs and curriculum development efforts geared toward improving science education in the crucial early years of a child’s academic journey.
... Young children actively engage with their environment to develop a fundamental understanding of the phenomena they are observing and experiencing [18]. Children form their own theories to make sense of everyday experiences, which assists them in embracing a more scientific perspective of their world. ...
Article
Full-text available
This scoping review examined the impact of nature-based outdoor learning environments on the formation of STEAM (science, technology, engineering, arts, and mathematics) concepts in preschoolers. Preschool age (3–5 years) is the time when physical interaction with surrounding built environments increases, and spontaneous learning from the environment intensifies—making it an ideal age range to promote nature-based informal learning. An outdoor learning environment can influence STEAM concept formations of preschoolers with an intentional design that offers STEAM learning affordances. Despite the rising interest in early STEAM education, there is still limited literature on how the outdoor environment may influence STEAM learning behaviors of preschoolers (3–5 years old). This scoping review intended to evaluate the existing knowledge regarding the physical factors contributing to STEAM learning affordances in an outdoor environment for children aged three to five. The review included studies from the last twenty years. This scoping review was conducted following the criteria outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). For this scoping review, 843 citations were discovered across four databases (JSTOR, Scopus, EBSCOhost, and Web of Science), ProQuest, and Google Scholar, and 31 articles were considered eligible for inclusion. The paper synthesized those 31 studies to identify the key STEAM learning behaviors of children and STEAM-activity-supportive settings that may positively influence preschoolers’ STEAM concept development.
... Young children actively engage with their environment to develop a fundamental understanding of the phenomena they are observing and experiencing [12]. Children form their own theories to make sense of everyday experiences, which assists them in embracing a more scientific perspective of their world. ...
Preprint
Full-text available
Children are inherently curious about everything they encounter, making the early years a perfect time for STEAM (science, technology, engineering, arts, and math) investigations. An outdoor learning environment can influence STEAM concept formation of preschoolers with intentional design that offer STEAM learning affordances. Despite the rising interest in early STEAM education, there is still limited literature on how the outdoor environment may influence STEAM learning behaviors of preschoolers (3-5 years old). This scoping review intends to evaluate the existing knowledge regarding the physical factors that contribute to STEAM learning affordances in an outdoor environment for children aged 3 to 5. The review included studies from the last twenty years. This scoping review was conducted in accordance with the criteria outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). For this scoping review, 843 citations were discovered across four databases (JSTOR, Scopus, EBSCOhost, and Web of Science), ProQuest, and Google Scholar, and 31 articles were considered eligible for inclusion. Through the synthesis of information from those 31 studies, a list of STEAM learning behaviors of children and STEAM activity-supportive settings were identified that may positively influence preschoolers' STEAM concept development.
... Okul öncesi dönemde bilim eğitiminin temel amaçlarından bazıları; çocukların bilim yapmayı sevmesi, bilime ve bilimsel olgulara ilişkin olumlu bir tutum geliştirmesi (Matzicopolus vd., 2008), bilime yönelik sahip oldukları yoğun merak duygusunun güçlendirilerek kalıcı düşünme eğilimlerinin oluşturulması (Perkins vd., 2000), bilimsel süreç becerilerinin desteklenmesi ve gelecekte iyi bir bilimsel düşünür olarak yetişmeleri olarak değerlendirilebilir. Bu nedenle bilimsel süreç becerileri, çocukların bilim okuryazarı olmaları, yaşam kalitesinin ve standardının artması için yaşamın her alanında kullanabileceği yetenekleri içermektedir (Trundle, 2009). Bu nedenle erken dönemde bilimsel süreç becerileri konusu dünyada genelinde araştırmacıların dikkatini çeken ve derinlemesine çalışılan bir alan durumuna gelmiştir (Akman vd., 2003;Darmaji vd., 2019;Nafiqoh ve Wulansuci, 2021;Özkan, 2021;Stephen ve Daikwo, 2021;Ting ve Siew, 2014). ...
Article
Full-text available
Bilimsel düşünme sürecinde gelişen bilimsel süreç becerileri bir araştırma sürecinin temelini oluşturur. Erken dönemde bilimsel süreç becerileri kavramı tüm dünyadaki araştırmacıların olduğu gibi aynı zamanda Türkiye’deki araştırmacıların da sıklıkla üzerinde çalıştığı bir alan durumuna gelmiştir. Bu nedenle bu çalışmada, Türkiye’de okul öncesi dönemde bilimsel süreç becerileri ile ilgili yayımlanan lisansüstü tezlerin tamamında genel eğilimler belirlenmeye çalışılmıştır. Araştırma verilerinin toplanmasında nitel araştırma yöntemlerinden doküman incelemesi kullanılmıştır. Doküman incelemesi için ilgili bilimsel alan yazınına Ulusal Tez Merkezi veri tabanlarından ulaşılmıştır. Türkiye’de yayımlanmış ve okul öncesi dönemde bilimsel süreç becerileri temalı bütün tezler çalışmaya dâhil edilmiştir. Araştırmanın sonucunda, bu başlıkları içeren 2010-2022 yılları arasında toplam 45 tezin olduğu tespit edilmiştir. En fazla yayının 2019 yılında yapıldığı tespit edilmiştir. Çalışmalarda en fazla çocuklarla çalışıldığı ve çoğunlukla nicel araştırma yöntemlerinin tercih edildiği sonucuna ulaşılmıştır
... The advantages of these field trips in terms of environmental literacy [27] and their proper emotional and physical development [28] are widely described in the literature. Early ages are fundamental to motivating scientific thinking, taking advantage of children's innate curiosity and interest in the world around them [29,30]. They can be used not only for gaining knowledge [31,32] but also to stimulate students' motivation and interest and facilitate meaningful learning [33,34]. ...
Article
Full-text available
Salt harvesting through natural solar evaporation of salt brines is a practice notably abundant in the Iberian Peninsula. Such activity has been relevant for human consumption, food preservation, livestock feed, and various industries throughout history. The objective of this research is to analyze the productive history and conservation state of the salt evaporation ponds located in Naval and Peralta de la Sal (Huesca, Spain), as well as their didactic potential. These saltworks are associated with clay and gypsum levels from the Upper Triassic (Keuper). The earliest written records of salt production in the area date back to the 10th century, but they were exploited as early as the Bronze Age. Remains of most of the ponds and some buildings are still preserved and are easily accessed, which makes them very interesting from an educational perspective. Both on-site and off-site activities can be carried out to analyze their historical and current significance through modeling and argumentation practices. This can lead to a better understanding of how geology relates to everyday life and facilitate the development of positive attitudes among students towards geoheritage while raising awareness about its preservation and preventing its degradation.
Article
Bu araştırmada okul öncesi öğretmen adaylarının sorgulayıcı öğretim ile ilgili verilen eğitim ve uygulama deneyimleri sonucunda tanımlarında bir değişim olup olmadığı ve eğer varsa değişimin düzey olarak yönü ve içerik olarak anlamlı olup olmadığı incelenmiştir. Araştırmada karma desen benimsenip, söylem analizi ve içerik analizi yöntemleri birlikte kullanılmıştır. Araştırmaya bir devlet üniversitesinde okul öncesi öğretmenliği lisans programında dördüncü sınıfta öğrenim gören 56 okul öncesi öğretmen adayı katılmıştır. Bulgular, okul öncesi öğretmen adaylarının sorgulayıcı öğretim tanımlarının düzeylerinde olumlu bir değişime işaret etmekte ve içerik bakımından bazı öğelere önem verildiğini göstermektedir. Eğitim ve uygulama sonrası gelişmiş düzeyde tanım yapan öğretmen adayı oranının %5,4’ten %60,7’ye yükseldiği gözlemlenmiştir. Tanımların içeriği incelendiğinde araştırma yapma, hipotez oluşturma ve test etme, veri toplama ve kanıtları değerlendirme ögelerinde anlamlı bir değişim gözlemlenirken, ön bilgi, soru sorma, verileri yorumlama, üst düzey düşünme ve iletişim ögelerinde anlamlı bir değişim gözlemlenmemiştir. Bulgular, alan yazın ve olası gerekçeler bağlamında öğretmen eğitimine etkileri açısından tartışılmıştır.
Article
Full-text available
Despite the growing interest in early science education, there is much left to be explored, particularly in majority Dual Language Learning (DLL) classrooms. The current study examined 1) early science opportunities across classroom contexts in majority Spanish-English DLL Head Start classrooms, 2) the languages (i.e., English and Spanish) that teachers used to engage DLL children in science, 3) and how teachers’ discussion of scientific and engineering practices and disciplinary core ideas related to children’s academic outcomes. In a sample of 411 children (ages 3-5) from 34 Head Start classrooms, the current study found that teachers discussed and encouraged more practices during science lessons than circle time, dramatic play, and story time. There were no differences in teachers’ discussion of core ideas across contexts. Teachers used the same amount of English and Spanish to discuss practices and core ideas. Teaching physical science was associated with children’s science outcomes. Making observations and discussing life science were associated with children’s math outcomes. Teaching math, making observations, and developing and using models were related to children’s executive functioning. Findings from this study demonstrate that science opportunities occur across preschool classroom settings. Additionally, it provides evidence that teachers may be supporting DLL children’s home language while discussing science. Finally, results indicate that teaching science supports children’s academic performance in several outcomes. These findings have implications for DLL education policy as science may be a domain where teachers can support children’s home language and their learning across multiple domains.
Article
Full-text available
In the current paper, we report on the recommendations for preschool science put forward in the educational standards of U.S. states. Our focus was specifically on whether educational standards recommend abstract science constructs—constructs that are difficult to learn. In Study 1, we focused on science constructs related to inquiry (i.e., activities geared towards the generation of scientific knowledge). And in Study 2, we focused on science constructs related to facts (i.e., established scientific knowledge). In each study, we developed a coding scheme to distinguish between concrete and abstract constructs and then determined the relative prevalence of each. Our findings show that preschoolers are indeed expected to learn abstract science constructs. At the same time, educational standards varied considerably across U.S. states. Implications for the field of early science learning are discussed.
Article
Full-text available
This manuscript reports the results of a research study exploring the ways in which physical space and teacher pedagogy are related to preschoolers’ engagement with science and engineering practices while at play. Using the Science and Engineering Practices Observation Protocol (SciEPOP), researchers captured children’s engagement with the eight science and engineering practices identified in the Next Generation Science Standards (NGSS). This study explores relationships between specific playspaces, materials, and pedagogical strategies, and children’s patterns of engagement with particular science and engineering practices during free play. There are notable differences in the spaces, materials, and pedagogies children encounter across the four participating preschools, and these differences suggest significant gaps in children’s opportunities to engage in and deepen their enactment of science and engineering practices. The authors present evidence in support of adaptive, personalized strategies for deepening children’s engagement with science through play, and raise questions about equity in early science learning environments that have implications both nationally and internationally for science education research, practice, and policy.
Article
Full-text available
During the preschool years, children’s question-explanation exchanges with teachers serve as a powerful mechanism for their early STEM knowledge acquisition. Utilizing naturalistic longitudinal classroom data, we examined how such conversations in an inquiry-based preschool classroom change during an extended scientific inquiry unit. We were particularly interested in information-seeking questions (causal, e.g. “How will you construct a pathway?”; fact-based, e.g., “Where’s the marble?”). Videos (n = 18; 14 hours) were collected during a three-week inquiry unit on forces and motion and transcribed in CLAN-CHILDES software at the utterance level. Utterances were coded for delivery (question vs. statement) and content (e.g., fact-based, causal). Although teachers ask more questions than children, we found a significant increase in information-seeking questions during Weeks 2 and 3. We explored the content of information-seeking questions and found that the majority of these questions were asked by teachers, and focused on facts. However, the timing of fact-based and causal questions varied. Whereas more causal questions occurred in earlier weeks, more fact-based questions were asked towards the end of the inquiry. These findings provide insight into how children’s and teacher’s questions develop during an inquiry, informing our understanding of early science learning. Even in an inquiry-learning environment, teachers guide interactions, asking questions to support children’s learning. Children’s information-seeking questions increase during certain weeks, suggesting that providing opportunities to ask questions may allow children to be more active in constructing knowledge. Such findings are important for considering how science questions are naturally embedded in an inquiry-based learning classroom.
Article
Full-text available
Science education in the early years has been found to be lacking when compared to other content areas, specifically numeracy and literacy. It has been suggested that this lack of opportunity for young children to learn science is due to educator’s lack of confidence to teach science, fuelled by concerns regarding a reduced understanding of science concepts. For young children, however, science is everywhere and is embedded in all aspects of their lives as they explore and interact to make sense of the world around them. Given this natural connection to science, it is important for educators to notice and respond to children’s interest to encourage science learning to occur. This paper reports on an exploratory research study in which children took the leading role in inquiry-based interactions during off-site school days that took place within a metropolitan city zoo. Through the collection of observations and interactions with the research, several inquiries were documented. The children challenged the educators within the program to follow up on questions posed by them and engage the children across a broad age range in an inquiry to answer these questions.
Article
Full-text available
The study described in this paper concerns science education in preschool, more specifically how young children in preschool settings invent, develop and explore science and scientific concepts in problem-solving and communicative situations. The aim of the paper is to discuss young children´s concept creation and draw conclusions for early science education. The method used was a secondary analysis of empirical material drawn from three previous studies carried out by the authors. Examples of preschool children’s use of language were extracted and was, for the purpose of this study, analyzed with a new focus on children’s use of concepts. The re-analysis draws from Vygotsky’s theoretical framework on children’s conceptual development and appropriation of new concepts (Vygotsky, 1934/1999; Åkerblom 2011) and from the later Wittgenstein (1986) on the role of language meaning in understanding. The findings underline the importance of allowing preschool children to invent, develop and explore science and technology concepts, as well as implications for preschool teachers to create dialogic spaces for the children to do so. The limitations of the study are however that it is based on a limited number of examples and even though it can give implications and point out directions, is not conclusive and should be followed by further research.
Article
Full-text available
Women are underrepresented in science fields as compared to men and although much research has been dedicated to understanding this disparity, most has been conducted on older aged children. However, this excludes the youngest and arguably most impressionable group of students: preschoolers. This study reviewed the literature to investigate how early childhood teachers’ perceptions of gender influence their teaching practices. Qualitative analysis and coding of 31 articles resulted in five main categories: Teacher Perception, Curriculum, Teacher Interactions, Gender Identity, and Social Standing. Results are discussed in the context of early childhood science teaching practices to better understand the role of the teacher and gender bias in young children’s preschool science experiences and how it may impact their future science interests.
Article
Full-text available
Research in young children’s ideas, representations, and pre-conceptions about the natural and technical world has a long history. Most of the studies in the field have used individual, semi-structured interviews as a methodological technique to generate and collect empirical data. However, less is known about how tracing procedures can come in line and be incorporated into everyday educational reality in early childhood settings in a way that reflects young children’s interests and needs. The present study uses dramatic play to trace young children’s thinking in science and advance their science learning experiences. The study focuses on a science concept young children are familiar with in everyday life though has not been thoroughly studied in the literature yet: thermal insulation. Empirical data from 6 preschoolers in Greece are presented. Qualitative data were collected through recordings of children’s dialogues, children’s drawings, field notes from the early childhood teachers, and photographs. The findings revealed that during their dramatic play children a) developed basic argumentation to express their thinking about the phenomenon; b) related the phenomenon with the thermal condition and changes in temperature; c) identified materials and objects with insulating properties and distinguish them from others with non-insulating properties, and d) came to the conclusion that the use of amplified insulation materials can lead to better insulation results. The outcomes of the study add to the research methodology in early childhood science education and inform practice providing a pedagogical framework that balances between play-based pedagogies and advanced learning outcomes in science for young learners.
Article
Full-text available
This study aims to introduce inquiry-based play activities and to examine their effectiveness on young children's conceptual understanding of the shape of the Earth and the day-night cycle. The inquiry-based play activities for preschool children were designed to support children to learn the concepts of the shape of the Earth and the day-night cycle. The activities were designed based on the Preschool Learning Cycle (Play, Explore, and Discuss). The study sample consisted of 80 children, 33 of whom are girls and 47 are boys. The children's ages ranged from 54 to 70 months. To measure children's conceptual understanding, Earth-2 (EArth Representation Test for cHildren-2) developed by Straatemeier et al. (2008) was used. Science journals were used to promote children's reflective thinking and to evaluate their learning. The results revealed that the inquiry-based play activities positively affected young children's conceptual understanding of the shape of the Earth and the day-night cycle. Bu çalışma, sorgulama temelli oyun etkinliklerini tanıtmayı ve bu etkinliklerin çocukların Dünya'nın şekli ve gece-gündüz döngüsü gibi astronomik olgulara ilişkin kavramsal anlayışları üzerindeki etkililiğini incelemeyi amaçlamaktadır. Okul öncesi dönem çocuklarına yönelik sorgulamaya dayalı oyun etkinlikleri, çocukların Dünya'nın şekli ve gece-gündüz döngüsü kavramlarını öğrenmesini desteklemek için tasarlanmıştır. Okul Öncesi Öğrenme Döngüsü (Preschool Learning Cycle), Oyna, Keşfet ve Tartış aşamalarından oluşmakta ve etkinliklerin öğrenme süreci bölümünde yer almaktadır. Araştırmanın örneklemini 33'ü kız 47'si erkek olmak üzere 80 çocuk oluşturmaktadır. Çocukların yaşları 54-70 ay arasındadır. Çocukların kavramsal anlayışlarını belirlemek için Straatemeier ve diğerleri (2008) tarafından geliştirilen Earth-2 (EArth Representation Test for cHildren-2) kullanılmıştır. Öğrenmenin değerlendirilmesi ve yansıtılması için bilim defterleri kullanılmıştır. Sonuçlar sorgulamaya dayalı oyun etkinliklerinin, küçük çocukların Dünya'nın şekli ve gece-gündüz oluşumu ilgili kavramsal anlayışlarını olumlu yönde etkilediğini ortaya koymuştur. Anahtar kelimeler: sorgulama, oyun, erken çocukluk, fen eğitimi, astronomi.
Article
Full-text available
The purpose of this study was to examine the effect of the Primrose® Balanced Learning® Curriculum on young children’s science performances. The sample of this study included 158 children attending two private preschools. The study utilized a single group pre-post-test design. The children were tested before and immediately after the implementation of the Primrose® Balanced Learning® Curriculum to assess their science performances. Children’s interest in learning science was assessed before the implementation of the curriculum. The results demonstrated that the observed change in children’s science scores from pre to post assessment was substantial, corresponding to about a medium effect size. Although both sexes made progress in their science performance, the girls made greater gains. Boys and girls did not differ in their interest in learning science, but prekindergartners regardless of their sex were more likely to demonstrate higher interest in learning science than their younger peers. The preliminary findings of this curriculum development effort suggest that the systematic instructional framework based on a balanced learning view has potential to promote young children’s learning of science.