Mars Explorers: A Science Inquiry-Based Learning Project in Preschool.
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| Title: | Mars Explorers: A Science Inquiry-Based Learning Project in Preschool. |
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| Authors: | Zudaire, Isabel1 mariaisabel.zudaire@unavarra.es, Buil, Raquel2, Uriz, Irantzu1, Napal, María1 |
| Source: | International Journal of Early Childhood. Aug2022, Vol. 54 Issue 2, p297-320. 24p. 4 Color Photographs, 1 Black and White Photograph, 1 Diagram, 5 Charts. |
| Subject Terms: | *Inquiry-based learning, *Science education, *Teaching methods, *Student teachers, *Preschool education, *Preschool children |
| Abstract (English): | Inquiry-based science education has become one of the most effective methodologies to learn science; however, proposals in preschool are scarce. Different factors are responsible for this situation, such as the low self-confidence of teachers to teach science and the belief that young children are unable to develop certain reasoning skills. This study reports the implementation of an inquiry-based science project in a preschool setting, in the context of a preservice teacher's school placement. The project aimed to promote the development of basic and integrated scientific skills, enhance acquisition of conceptual knowledge and make the students enjoy while learning science. The intervention is described thoroughly and illustrated with examples from the real implementation of the theoretical IBSE sequence. At the beginning of the proposal, the students received a hypothetical letter from the astronaut Pedro Duque, in which they were asked for help to plan his trip to living on Mars, a cold planet, with only frozen and saltwater. After some introductory POE (predict, observe, and explain) experiences on the perception of temperature and activities with fresh and saline water, the students performed a piece of research: growing lettuce in four different conditions, combining two variables: temperature and the salinity of water. As the project developed, the students progressively gave better descriptions and justifications, and also showed great interest in performing more "research experiments". For the preservice teacher, the project provided an excellent opportunity to implement academic knowledge in school practice. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Resumen: La enseñanza de las ciencias basada en la indagación se ha convertido en una de las metodologías más eficaces para aprender ciencias; sin embargo, las propuestas en educación infantil son escasas. Diferentes factores son los responsables de esta situación, como la baja autoconfianza de los maestros para enseñar ciencias y la creencia de que el alumnado infantil es incapaz de desarrollar ciertas habilidades de razonamiento. En este artículo se presenta la implementación de una secuencia de indagación en infantil, durante las prácticas escolares de una maestra en formación. El objetivo fue promover el desarrollo de habilidades científicas básicas e integradas, mejorar la adquisición de conocimientos conceptuales y hacer que los estudiantes disfrutaran aprendiendo ciencias. La intervención se describe detalladamente, mostrando ejemplos de la implementación real de la secuencia teórica de indagación. Al inicio, el alumnado recibió una hipotética carta del astronauta Pedro Duque, en la que se les pedía ayuda para planificar su viaje a Marte, un planeta frío, con agua helada y salada. Tras diversas actividades sobre la percepción de la temperatura y experiencias con agua dulce y salada, siguiendo un esquema POE (predecir, observar y explicar), los estudiantes realizaron una investigación: cultivar lechugas en cuatro condiciones diferentes, combinando dos variables, temperatura y salinidad del agua. A lo largo del proyecto, los estudiantes fueron capaces de realizar progresivamente mejores descripciones y justificaciones, y mostraron gran interés en realizar más "experimentos". Para la maestra en formación, el proyecto brindó una excelente oportunidad para aplicar el conocimiento académico en la práctica escolar. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Résumé: L'enseignement scientifique basé sur le questionnement est devenu l'une des méthodologies les plus efficaces pour l'apprentissage des sciences; cependant, les propositions à l'école maternelle sont rares. Différents facteurs sont responsables de cette situation, tels que le manque de confiance en soi des enseignants pour enseigner les sciences et la croyance que les enfants sont incapables de développer certaines compétences de raisonnement. Cet article présente la mise en oeuvre d'une séquence d'enseignement chez les enfants, pendant le stage d'un enseignant en formation. L'objectif visait à promouvoir le développement de compétences scientifiques fondamentales et intégrées, d'améliorer l'acquisition de connaissances conceptuelles et de donner aux élèves le plaisir d'apprendre les sciences. L'intervention est décrite en détail, montrant des exemples réels en salle de classe, ainsi que la description théorique. Pour commencer le projet, les élèves ont reçu une lettre hypothétique de l'astronaute Pedro Duque, dans laquelle celui-ci leur demandait de l'aider à planifier leur voyage vers Mars, une planète froide, avec de l'eau glacée et salée. Après diverses activités sur la perception de la température et des expériences avec de l'eau douce et l'eau salée, établies selon un schéma POE (prédire, observer et expliquer), les étudiants ont mené une recherche: culture de la laitue dans quatre conditions différentes, combinant deux variables, la température et la salinité de l'eau. Tout au long du projet, les étudiants ont progressivement fourni de meilleures descriptions et justifications, et ont montré un grand intérêt à mener plus d' "expérimentations". Concernant l'enseignant stagiaire en formation, le projet lui a offert une excellente occasion d'appliquer les connaissances académiques dans la pratique dans le milieu scolaire. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Early Childhood is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Inquiry-based science education has become one of the most effective methodologies to learn science; however, proposals in preschool are scarce. Different factors are responsible for this situation, such as the low self-confidence of teachers to teach science and the belief that young children are unable to develop certain reasoning skills. This study reports the implementation of an inquiry-based science project in a preschool setting, in the context of a preservice teacher's school placement. The project aimed to promote the development of basic and integrated scientific skills, enhance acquisition of conceptual knowledge and make the students enjoy while learning science. The intervention is described thoroughly and illustrated with examples from the real implementation of the theoretical IBSE sequence. At the beginning of the proposal, the students received a hypothetical letter from the astronaut Pedro Duque, in which they were asked for help to plan his trip to living on Mars, a cold planet, with only frozen and saltwater. After some introductory POE (predict, observe, and explain) experiences on the perception of temperature and activities with fresh and saline water, the students performed a piece of research: growing lettuce in four different conditions, combining two variables: temperature and the salinity of water. As the project developed, the students progressively gave better descriptions and justifications, and also showed great interest in performing more "research experiments". For the preservice teacher, the project provided an excellent opportunity to implement academic knowledge in school practice. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00207187 |
| DOI: | 10.1007/s13158-021-00308-5 |
