Inquiry-based learning: a framework for assessing science in the early years

Marian, Hazel; Jackson, Claire

doi:10.1080/03004430.2016.1237563

Cited by 12 publications

(5 citation statements)

References 35 publications

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“…Entire early childhood curricula have been developed to target executive functioning (Tools of the Mind; [40]) and approaches-to-learning (EPIC; [41]), demonstrating the need to acknowledge the importance of these domain-general learning skills and to ramp up efforts to promote an intentional focus on fostering them in early childhood. Two recent studies from the United Kingdom highlighted the dearth of science education in early childhood classrooms, and emphasized that the ideal manifestation of science education is as a process of inquiry that fosters domain-general learning skills [42,43].…”

Section: Early Science and Engineering Are A Natural Fit With Domain mentioning

confidence: 99%

Early Childhood Science and Engineering: Engaging Platforms for Fostering Domain-General Learning Skills

2018

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Early childhood science and engineering education offer a prime context to foster approaches-to-learning (ATL) and executive functioning (EF) by eliciting children’s natural curiosity about the world, providing a unique opportunity to engage children in hands-on learning experiences that promote critical thinking, problem solving, collaboration, persistence, and other adaptive domain-general learning skills. Indeed, in any science experiment or engineering problem, children make observations, engage in collaborative conversations with teachers and peers, and think flexibly to come up with predictions or potential solutions to their problem. Inherent to science and engineering is the idea that one learns from initial failures within an iterative trial-and-error process where children practice risk-taking, persistence, tolerance for frustration, and sustaining focus. Unfortunately, science and engineering instruction is typically absent from early childhood classrooms, and particularly so in programs that serve children from low-income families. However, our early science and engineering intervention research shows teachers how to build science and engineering instruction into activities that are already happening in their classrooms, which boosts their confidence and removes some of the stigma around science and engineering. In this paper, we discuss the promise of research that uses early childhood science and engineering experiences as engaging, hands-on, interactive platforms to instill ATL and EF in young children living below the poverty line. We propose that early childhood science and engineering offer a central theme that captures children’s attention and allows for integrated instruction across domain-general (ATL, EF, and social–emotional) and domain-specific (e.g., language, literacy, mathematics, and science) content, allowing for contextualized experiences that make learning more meaningful and captivating for children.

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Section: Early Science and Engineering Are A Natural Fit With Domain mentioning

confidence: 99%

Early Childhood Science and Engineering: Engaging Platforms for Fostering Domain-General Learning Skills

2018

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“…Studies that developed instruments to measure young learners' scientific inquiry abilities have focussed on developing measurements with a holistic approach (Koerber & Osterhaus, 2019;Marian & Jackson, 2017). This may be because young learners do not receive formal science education at a young age but rather a broad exposure to science and the natural world.…”

Section: Literature Reviewmentioning

confidence: 99%

Education and New Developments 2023 – Volume 1

2023

Education and New Developments

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This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2023), organized by the World Institute for Advanced Research and Science (WIARS).Education is a fundamental right that accompanies us from the very beginning of our lives. It encompasses every experience we encounter, influencing and shaping our thoughts, emotions, and actions. Whether we engage in formal education within classrooms or learn from the world around us, the process of acquiring knowledge plays a vital role in our personal growth and development. It equips us with the tools to navigate the complexities of life, broadens our perspectives, and empowers us to make informed decisions. This International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues.We have brought together a diverse group of individuals with various backgrounds to contribute their unique perspectives and knowledge on Education. By including people from different nationalities and cultures, we aim to create a rich plethora of experiences that can broaden our understanding of human nature and behavior. The exchange of ideas and experiences among our participants helps to cultivate personal and academic development, providing a platform for the exploration of new insights and discoveries.END 2023 received 758 submissions, from more than 45 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 279 submissions (37% acceptance rate).

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“…A scientific approach based learning is required to improve SPS (Zulirfan et al, 2018). In science learning, inquiry improves student science process skill (Marian & Jackson, 2017). In fact, inquiry is an attractive method for class with various cultures (Aco et al, 2021;Lelasari et al, 2021;Tong et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

The inquiry-based student book integrated with local resources: The impact on student science process skill

Rumalolas¹,

Rosely²,

Nunaki³

et al. 2021

J. Res. Instr.

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Research by several researchers on Biology Education Research (BER) showed that science process skills (SPS) were still a little bit researched. The purposes of this research are to reveal the followings: (1) the potential of inquiry-based student books integrated with local resources to improve students' science process skills; and (2) the differences in boys and girls science process skills. An experiment using the factorial design (2 X 2) was done on 52 randomly-selected senior high school students. Data collection was used essay test, then analyzed using ANOVA. This research revealed that students' SPS experienced an improvement when they studied in an inquiry class supported by a student book integrated with local resources. There is no distinction in the science process skills of boys and girls students. Boys and girls have the same opportunity to develop their SPS.

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Inquiry-based learning: a framework for assessing science in the early years

Cited by 12 publications

References 35 publications

Early Childhood Science and Engineering: Engaging Platforms for Fostering Domain-General Learning Skills

Early Childhood Science and Engineering: Engaging Platforms for Fostering Domain-General Learning Skills

Education and New Developments 2023 – Volume 1

The inquiry-based student book integrated with local resources: The impact on student science process skill

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