Using an Inquiry-Based Science and Engineering Program to Promote Science Knowledge, Problem-Solving Skills and Approaches to Learning in Preschool Children

Autor/inn/en	Lin, Xunyi; Yang, Weipeng; Wu, Lizhen; Zhu, Lifen; Wu, Duanping; Li, Hui
Titel	Using an Inquiry-Based Science and Engineering Program to Promote Science Knowledge, Problem-Solving Skills and Approaches to Learning in Preschool Children
Quelle	In: Early Education and Development, 32 (2021) 5, S.695-713 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1795333
Schlagwörter	Active Learning; Inquiry; Science Education; Engineering Education; Design; Preschool Children; Program Length; Program Effectiveness; Knowledge Level; Skill Development; Science Process Skills; Problem Solving; Learning Strategies; Preschool Education; Kindergarten; Foreign Countries; China + Suchen Sie Ihr Suchwort? Aktives Lernen; Naturwissenschaftliche Bildung; Ingenieurausbildung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung; Problemlösen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland
Abstract	Research Findings: The present study investigated the effects of a 12-week inquiry-based science and engineering (IBSE) program on preschoolers' science and engineering learning experiences. The treatment versus control condition was randomly assigned to four preschool classes, which included 122 preschoolers (M = 61.10 month, SD = 3.73). Statistical analysis revealed that the IBSE treatment group (N = 62) had experienced greater gains over time in physical science knowledge, problem-solving skills, and competence motivation as compared to those in the control group (N = 60), with the between-group effect sizes (Cohen's d) ranging from 0.27 to 1.28. The baseline functioning was found to moderate the program effects. The IBSE group of children who scored higher in science-relevant problem-solving skills at baseline demonstrated more significant improvements in engineering problem-solving skills relative to the control group. Practice or Policy: This study demonstrates that teaching strategies of engineering design process (EDP) and the 5Es instructional model are supportive of young children's learning with enhanced scientific understanding and skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01