The Development of Science Process Skills and Content Knowledge with Inquiry Boxes in Early Childhood Education
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| Publicado no: | CEPS Journal : Center for Educational Policy Studies Journal vol. 15, no. 2 (2025), p. 249-280 |
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| Publicado em: |
University of Ljubljana, Faculty of Education
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| Acesso em linha: | Citation/Abstract Full Text Full Text - PDF |
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| Resumo: | This paper aims to investigate the systematic use of an inquiry-based learning approach in science by using inquiry boxes for preschool children. We prepared four thematic inquiry boxes for the areas of magnetism and buoyancy, separation of substances, weighing objects, and the investigation of substances. The research sample consisted of twenty children aged four to five years. Ten children from the experimental group explored the material using the photo-type instructions on the instructional cards over a period of four weeks. Comparative test results for the control group children show that the experimental group children progressed both in content knowledge and in better-developed science process skills. We find that children develop autonomy in science process skills such as classifying, ordering, and weighing through prepared and guided inquiry with the help of the inquiry boxes. In doing so, children show increasing autonomy within each set of tasks that develop the chosen science process skill. In this manner, science practices with inquiry boxes allow children to build on science content knowledge. They can apply the skills they have learned through inquiry boxes to new knowledge instead of teaching science processes as isolated skills. This approach of individually guided inquiry by children using thematic inquiry boxes is therefore recommended as a proven didactic tool for developing science process skills and content knowledge. «> Namen clanka je raziskati sistemati no uporabo raziskovalnega ucenja у naravoslovju z uporabo raziskovalnih skatel za predsolske otroke. Pripravili smo §tiri tematske raziskovalne $katle s podrocij magnetizma in vzgona, locevanja snovi, tehtanja predmetov in preucevanja snovi. Raziskovalni vzorec je predstavljal dvajset otrok, starih od 4 do 5 let. Deset otrok iz eksperimentalne skupine je у stirih tednih raziskovalo material iz raziskovalnih skatel s pomocjo slikovno-fotografskih navodil na delovnih karticah. Rezultati primerjalnih testov za otroke iz kontrolne skupine kazZejo, da so otroci iz eksperimentalne skupine napredovali у vsebinskem znanju in tudi v bolje razvitih spretnostih naravoslovnih postopkov. Ugotavljamo, da otroci s pomocjo pripravljenega in vodenega raziskovanja z raziskovalnimi skatlami razvijajo samostojnost pri spretnostih naravoslovnih postopkov, kot so: razvr&Canje, urejanje in tehtanje. Pri tem otroci kazejo vedno vecjo samostojnost у vsakem sklopu nalog. Naravoslovna dejavnost z raziskovalnimi skatlami otrokom omogota nadgradnjo znanja naravoslovnih vsebin. Spretnosti, ki so se jih naucili s pomocjo raziskovalnih $katel, lahko uporabijo kot novo znanje, na novem primeru, namesto da bi naravoslovne postopke urili kot izolirane spretnosti. Pristop individualno vodenega raziskovanja otrok z uporabo tematskih raziskovalnih skatel je tako priporocljivo in preizkuseno didaktiéno orodje za razvijanje spretnosti naravoslovnih postopkov in vsebinskega znanja. |
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| ISSN: | 1855-9719 2232-2647 |
| DOI: | 10.26529/cepsj.1631 |
| Fonte: | Education Database |