Using the Scientific Method to Guide Learning: An Integrated Approach to Early Childhood Curriculum

Abstract

Researchers and practitioners have become increasingly interested in how early childhood programs prepare young children for science. Due to a number of factors, including educators' low self-efficacy for teaching science and lack of educational resources, many early childhood classrooms do not offer high-quality science experiences for young children. However, high-quality science education has the potential to lay an important foundation for children's knowledge and interest in science as well as reinforcing and integrating critical language, literacy, and math readiness skills. This paper examines the current research on science in preschool classrooms and provides suggestions on how to teach science that supports children's development across domains. Using the scientific digitalcommons.unl.edu

The Learning Process of Scientific Imagineering through AR in Order to Enhance STEM Literacy

“…It is the beginning of the inspiration process, in which Guzdial and Tew suggest using with interesting stories [9] to inspire students to learn. Students observe things and find something compelling within them; and teachers can help them to define and explain what they observe [43]. Questioning is the procedure to be used.…”

“…It starts with the assumption that education is supposedly about something that will happen in a trial on the basis of research [42]. To make an assumption is to use deductive reasoning [44], which teachers will help students apply to what they observe; students will use their background knowledge to speculate about the answer [43]. The method for carrying out the study is via a variety of activities in order to choose the question, confirm validation, prepare material and collect data [17].…”

“…AR is an educational technology that encourages students to learn more and further with flexible context deployment and it creates a variety methods for different learning [46]. Students can participate in activities that help them to answer questions, whereas teachers encourage students to participate in the formation of research questions, descriptions, model finding, comparison, collocation, measurements, and data management [43]. An examination of the results was conducted to ensure the correctness of information through repeated study, in order to reflect on the findings and link them to evidence that is already known [17].…”

“…The teachers can use various methods or types of media to allow the transferal of students' ideas [43] and to describe their processes and the technique of creating such products [44].…”

“…1) Complete a review of related literatures on the Imagineering process written by [8], [9], [16], [36], [37], [38], [39], [40] and [41] and those in the scientific process by [17], [42], [43] and [44] to create a new learning process called the learning procee Scientific Imagineering.…”