Effects of Inquiry-based Science and Engineering on Preschoolers' Science Knowledge, Skills and Approaches to Learning

• In Event: Poster Session 10
  In Poster Session: PS 10 Topic - Education, Schooling

Abstract

STEM education has become a matter of global concern. Early science and engineering education has thus gained more attention than before (Early Childhood STEM Working Group, 2017). Bustamante et al.’ (2018) review has suggested that, theoretically, an integrated, inquiry-based science and engineering program can better prepare children in domain-specific knowledge and skills and domain-general learning behaviors such as approaches to learning. However, very few intervention studies have been done to confirm the effectiveness of such kind of learning experiences (Greenfield et al., 2009). To fill this gap, the present study investigated the effects of a 12-week inquiry-based science and engineering (IBSE) program on preschoolers’ science and engineering learning experiences.

In this study, we employed the five-step engineering design process (EDP) as the framework for the development of IBSE program. In the EDP, teachers are encouraged to use the 5Es instructional model and questions of different levels to facilitate children’s inquiry (Yoon & Onchwari, 2006).

The treatment versus control condition was randomly assigned to four preschool classes, which included 122 preschoolers (M = 61.10 month, SD = 3.73). The Object Motion Test (OMT) was developed for this study to assess preschoolers’ science knowledge acquisition and engineering problem solution. Fusaro and Smith's (2018) Picture Problem Solving Task (PPST) was used in this study to evaluate children's openness to problems and approaches to diverse solutions in science. Teachers were asked to rate each of their children’s approaches to learning using Preschool Learning Behavior Scale (PLBS) (McDermott et al., 2002).

It was noted there were no significant differences between the treatment group and the control group on any demographic variables (i.e., child age, gender, parental education, household income) or other measures and testing tasks at baseline. Our analyses further revealed that the classes randomized to the IBSE treatment condition had received greater gains over time in physical science knowledge, problem-solving skills, and competence motivation as compared to those in the control condition, with the between-group effect sizes (Cohen’s d) ranging from 0.27 to 1.28. The baseline functioning was found to moderate the program effects. The IBSE group scored higher in science-relevant problem-solving skills at baseline demonstrated more significant improvements in engineering problem-solving skills relative to the control group.

The present study addresses the research gap in the literature by providing the empirical evidence of the inquiry approach serving as a promising pathway to foster science and engineering learning in early childhood education. Empirically, it demonstrates that teaching strategies of EDP and the 5Es instructional model that encourage students to learn through scientific inquiry actively are more likely to increase learners' scientific understanding than the direct instruction techniques commonly used in the assessment-driven educational environment of China. Practically, it calls for establishing the environment and curriculum for doing science where children can wander, wonder, and explore in diverse early childhood settings, to foster their conceptual understanding and intrinsic interests. It is thus significant to cultivate preschoolers' curiosity and capability to deal with hands-on problem-solving situations during the scientific inquiry and engineering design process.

Authors

• Xunyi Lin, Fujian Normal University
  Non-Presenting Author

• Weipeng Yang, Education University of Hong Kong
  Presenting Author

• Hui Li, Macquarie University
  Non-Presenting Author