Design-Based Research: Promoting Young Children's Scientific Literacy in Nonformal Settings

• In Event: 28.092 - Sheraton Roundtable Two - Osgoode Ballroom
  In Roundtable Session: 28.092-2 - Aspects of STEM Engagement

Abstract

Scientific literacy is needed to make informed choices, and to create, evaluate, and share knowledge. Science should be introduced to children in early years through inquiry approaches to support positive attitudes and skills related to scientific processes. Grounded in sociocultural perspective, this paper will scrutinize young children’s non-formal learning environments. The two-phased design-based research was conducted using qualitative explanatory and descriptive approaches. In the first phase, 224 children attended in science clubs. In the second phase, 335 families took part in online science clubs. The design research produced a Science Education Model for young children that take into account inquiry practices, playfulness and guardians support. It gives out possibilities for developing young children’s scientific literacy in different non-formal settings.

Author

• Jenni Vartiainen, University of Tampere