Multimodal Science Experiences in Preschool Classrooms: An Examination of Knowledge Building Through Three Instructional Methods

• In Event: Young Children's STEM Learning and Development

Abstract

This quasi-experimental, multiple method research examines three different socio-constructivist instructional strategies to examine the ways early childhood students construct meaning through literature instruction and hands-on inquiry during science instruction. Science lessons were taught using literature-based instruction and discussion, discovery-based inquiry followed by literature and discussion, and literature and discussion as a means to introduce inquiry-based instruction. Eight lessons were conducted bi-weekly for four weeks. Pre-tests and post-tests provided quantitative data on conceptual learning, while student interviews provided qualitative data on student instructional preferences. The findings from this research promote greater understandings of the value of constructing integrated literature and inquiry-based early science experiences for young children as a means to promote children’s increased content-knowledge and interest in science.

Authors

• Bree Ruzzi, Old Dominion University

• Angela L. Eckhoff, Old Dominion University