Razvijanje spretnosti naravoslovnih postopkov in vsebinskega znanja z raziskovalnimi škatlami v predšolskem izobraževanju
Povzetek
Namen članka je raziskati sistematično uporabo raziskovalnega učenja v naravoslovju z uporabo raziskovalnih škatel za predšolske otroke. Pri-pravili smo štiri tematske raziskovalne škatle s področij magnetizma in vzgona, ločevanja snovi, tehtanja predmetov in preučevanja snovi. Raz-iskovalni vzorec je predstavljal dvajset otrok, starih od 4 do 5 let. Deset otrok iz eksperimentalne skupine je v štirih tednih raziskovalo material iz raziskovalnih škatel s pomočjo slikovno-fotografskih navodil na delovnih karticah. Rezultati primerjalnih testov za otroke iz kontrolne skupine kažejo, da so otroci iz eksperimentalne skupine napredovali v vsebinskem znanju in tudi v bolje razvitih spretnostih naravoslovnih postopkov. Ugotavljamo, da otroci s pomočjo pripravljenega in vodenega raziskovanja z raziskovalnimi škatlami razvijajo samostojnost pri spretnostih naravoslovnih postopkov, kot so: razvrščanje, urejanje in tehtanje. Pri tem otroci kažejo vedno večjo samostojnost v vsakem sklopu nalog. Naravoslovna dejavnost z raziskovalnimi škatlami otrokom omogoča nadgradnjo znanja naravoslovnih vsebin. Spretnosti, ki so se jih naučili s pomočjo raziskovalnih škatel, lahko uporabijo kot novo znanje, na novem primeru, namesto da bi naravoslovne postopke urili kot izolirane spretnosti. Pristop individualno vodenega raziskovanja otrok z uporabo tematskih raziskovalnih škatel je tako priporočljivo in preizkušeno didaktično orodje za razvijanje spretnosti naravoslovnih postopkov in vsebinskega znanja.
Prenosi
Literatura
Adbo, K. (2022). Emergent Chemistry: Using Visualizations to Develop Abstract Thinking and a Sense of Scale Within the Preschool Setting. In D. Ortega-Sánchez (Ed.), Active Learning-Research and Practice for STEAM and Social Sciences Education (pp. 3–13). IntechOpen. https://doi.org/10.5772/intechopen.105216
Akcay Malcok, B., & Ceylan, R. (2021). The effects of STEM activities on the problem-solving skills of 6-year-old preschool children. European Early Childhood Education Research Journal, 30(3), 423–436. https://doi.org/10.1080/1350293X.2021.1965639
Bajd, B., Gostinčar-Blagotinšek, A., Iskrić, G., Krnel, D., Pečar, M., Razpet, N., Rovšek, B., Strgar, J., Susman, K., Tomažič, I., Vrščaj, D., Dolenc, S., Sokolowska, D., & Perhavec, S. (2013). Didaktična gradiva projekta Fibonacci: učimo se z raziskovanjem: raziskovalni pouk naravoslovja in matematike v Evropi [Didactic materials from the Fibonacci project: learning through inquiry: inquiry-based science and maths education in Europe] (p. 1 mapa (19 zv.)). Faculty of Education, University of Ljubljana.
Bar, V., Brosh, Y., & Sneider, C. I. (2016). Weight, Mass, and Gravity: Threshold Concepts in Learning Science. Science Educator, 24(2), 22–34.
Blannin, J., Mahat, M., Cleveland, B., Morris, J. E., & Imms, W. (2020). Teachers as embedded practitioner-researchers in innovative learning environments. Center for Educational Policy Studies Journal, 10(3), 99–116. https://doi.org/10.26529/cepsj.887
Bognar, B., & Krumes, I. (2017). Encouraging reflection and critical friendship in preservice teacher education. Center for Educational Policy Studies Journal, 7(3), 87–112. https://doi.org/10.26529/cepsj.289
Brbre, I. (2012). Raziskovalne škatle za aktivno preživljanje prostega časa v domu za otroke in mladostnike s posebnimi potrebami: diplomsko delo [Inquiry boxes for active leisure time in a home for children and adolescents with special needs: thesis] [Bachelor thesis, University of Ljubljana]. http://pefprints.pef.uni-lj.si/id/eprint/989
Byrne, J., Rietdijk, W., & Cheek, S. (2016). Enquiry-based science in the infant classroom: 'letting go'. International Journal of Early Years Education, 24(2), 206–223. https://doi.org/10.1080/09669760.2015.1135105
Can, B., Yıldız-Demirtaş, V., & Altun, E. (2017). The effect of project-based science education programme on scientific process skills and conceptions of kindergarten students. Journal of Baltic Science Education, 16(3), 395–413. https://doi.org/10.33225/jbse/17.16.395
Charlesworth, R., & Lind, K. K. (2012). Math and Science for Young Children. Cengage Learning. https://books.google.si/books?id=p5x-3ir8mz4C
Clements, D. H., & Sarama, J. (2016). Math, Science, and Technology in the Early Grades. The Future of Children, 26(2), 75–94. http://www.jstor.org/stable/43940582
Devjak, T., Janžekovič Žmauc, I., & Benčina, J. (2021). The relationship between the factors and conditions of the autonomy of preschool teachers and fostering the autonomy of preschool children in kindergarten. Center for Educational Policy Studies Journal, 11(1), 67–90. https://doi.org/10.26529/cepsj.712
Dilek, H., Taşdemir, A., Konca, A. S., & Baltacı, S. (2020). Preschool Children's Science Motivation and Process Skills during Inquiry-Based STEM Activities. Journal of Education in Science, Environment and Health, 6(2), 92–104. https://doi.org/10.21891/jeseh.673901
Eckhoff, A. (2017). Partners in Inquiry: A Collaborative Life Science Investigation with Preservice Teachers and Kindergarten Students. Early Childhood Education Journal, 45(2), 219–227. https://doi.org/10.1007/s10643-015-0769-3
Flego, S. (2015). Raziskovalna škatla “Morje” v 2. razredu osnovne šole: diplomsko delo [The ‘Sea’ Inquiry Box in Grade 2 of Primary School: thesis] [Bachelor thesis, University of Primorska]. https://share.upr.si/PEF/EDIPLOME/DIPLOMSKA_DELA/Flego_Sara_2015.pdf
Fragkiadaki, G., Fleer, M., & Rai, P. (2023). Science Concept Formation During Infancy, Toddlerhood, and Early Childhood: Developing a Scientific Motive Over Time. Research in Science Education, 53(2), 275–294. https://doi.org/10.1007/s11165-022-10053-x
Fridberg, M., Jonsson, A., Redfors, A., & Thulin, S. (2020). The Role of Intermediary Objects of Learning in Early Years Chemistry and Physics. Early Childhood Education Journal, 48(5), 585–595. https://doi.org/10.1007/s10643-020-01016-w
Gauvain, M. (2020). Vygotsky's Sociocultural Theory. In J. B. Benson (Ed.), Encyclopedia of Infant and Early Childhood Development (Second Edition) (pp. 446–454). Elsevier. https://doi.org/10.1016/B978-0-12-809324-5.23569-4
Golob, N. (2020). Research boxes and science process skills. In A. Lipovec, J. Batič, & E. Kranjec (Eds.), New Horizons in Subject-specific Education: Research aspects of subjects specific didactics (pp. 5–30). University of Maribor Press, Faculty of Education. https://press.um.si/index.php/ump/catalog/view/481/590/978-1
Gopnik, A. (2012). Scientific Thinking in Young Children: Theoretical Advances, Empirical Research, and Policy Implications. Science, 337(6102), 1623–1627. http://www.jstor.org.ezproxy.lib.ukm.si/stable/41703605
Gropen, J., Kook, J. F., Hoisington, C., & Clark-Chiarelli, N. (2017). Foundations of Science Literacy: Efficacy of a Preschool Professional Development Program in Science on Classroom Instruction, Teachers' Pedagogical Content Knowledge, and Children's Observations and Predictions. Early Education and Development, 28(5), 607–631. https://doi.org/10.1080/10409289.2017.1279527
Hong, J.-C., Ye, J.-H., Ho, Y.-J., & Ho, H.-Y. (2020). Developing an Inquiry and Hands-On Teaching Model to Guide STEAM Lesson Planning for Kindergarten Children. Journal of Baltic Science Education, 19(6), 908–922. https://doi.org/10.33225/jbse/20.19.908
Hsin, C.-T., & Wu, H.-K. (2011). Using Scaffolding Strategies to Promote Young Children's Scientific Understandings of Floating and Sinking. Journal of Science Education and Technology, 20(5), 656–666. http://www.jstor.org/stable/41499430
Jeffries, C. (2011). Thinking Inside the Box. Science and Children, 48(6), 30–34. http://www.jstor.org/stable/43175458
Jirout, J., & Zimmerman, C. (2015). Development of Science Process Skills in the Early Childhood Years. In K. Cabe Trundle, & M. Saçkes (Eds.), Research in Early Childhood Science Education (pp. 143–165). Springer. https://doi.org/10.1007/978-94-017-9505-0_7
Kalogiannakis, M., Nirgianaki, G.-M., & Papadakis, S. (2018). Teaching Magnetism to Preschool Children: The Effectiveness of Picture Story Reading. Early Childhood Education Journal, 46(5), 535–546. https://doi.org/10.1007/s10643-017-0884-4
Kambouri, M., & Pieridou, M. (2016). Symbols and their use in early years science. Early Years Educator, 18(3), 38–44. https://doi.org/10.12968/eyed.2016.18.3.38
Keil, F. C. (2011). Science Starts Early. Science, 331(6020), 1022–1023. http://www.jstor.org.ezproxy.lib.ukm.si/stable/41075747
Klahr, D., & Chen, Z. (2011). Finding One's Place in Transfer Space. Child Development Perspectives, 5(3), 196–204. https://doi.org/10.1111/j.1750-8606.2011.00171.x
Kopič, N. (2021). Eksperimentalna raziskovalna škatla za predšolske otroke: peščeni filter: diplomsko delo [Inquiry box for preschool children: experimenting with a sand filter: thesis] [Bachelor thesis, University of Maribor]. https://dk.um.si/IzpisGradiva.php?id=78828
Kuru, N., & Akman, B. (2017). Examining the Science Process Skills of Preschoolers with Regards to Teachers' and Children' Variables. Education and Science, 42(190), 269–279. https://doi.org/10.15390/eb.2017.6433
Kvas, Š. (2019). Medpredmetno raziskovanje potoka z raziskovalnimi škatlami v 3. razredu osnovne šole: magistrsko delo [Cross-curricular stream exploration with inquiry boxes in grade 3 of primary school: master thesis] [Master thesis, University of Primorska]. https://share.upr.si/PEF/EDIPLOME/MAGISTRSKA_DELA/Kvas_Spela_2019.pdf
Lamovšek, M. (2015). Raziskovalne škatle - didaktični pripomoček za otroke iz različnih jezikovnih okolij: diplomsko delo [Inquiry boxes - a didactic tool for children from different linguistic backgrounds: thesis] [Bachelor thesis, University of Ljubljana]. http://pefprints.pef.uni-lj.si/id/eprint/3156
Larimore, R. A. (2020). Preschool Science Education: A Vision for the Future. Early Childhood Education Journal, 48(6), 703–714. https://doi.org/10.1007/s10643-020-01033-9
Majcen, S. A., & Drvodelić, M. (2021). Quality Pedagogical Practice in Early Childhood Education Institutions Relating to Children at Risk of Social Exclusion. Center for Educational Policy Studies Journal, 12(3), 81–101. https://doi.org/10.26529/cepsj.1086
McComas, W. F. (2014). Science Process Skills. In W. F. McComas (Ed.), The Language of Science Education: An Expanded Glossary of Key Terms and Concepts in Science Teaching and Learning (pp. 89–89). Sense Publishers. https://doi.org/10.1007/978-94-6209-497-0_79
Ministry of Education, Science and Sport of the Republic of Slovenia. (1999). Kurikulum za vrtce [Slovenian Kindergarten Curriculum].
National Research Council (2007). Taking Science to School: Learning and Teaching Science in Grades K-8. National Academies Press.
Osredkar, R., & Skribe-Dimec, D. (2009). Stekleničke - raziskovalna škatla. [Bottles - Inquiry Box] Naravoslovna solnica, 13(3), 32–33.
Paul, C. (2018). Using Magnetism to Move a Toy Vehicle. At a kids' inquiry conference, preschoolers assume the role of scientists. Science and Children, 56(3), 28–33. https://www.jstor.org/stable/26611394
Perko, A. (2008). Raziskovalne škatle v prvem razredu: diplomsko delo [Inquiry boxes in the first grade: thesis] [Bachelor thesis, University of Ljubljana].
Preston, C., & Love, A. (2021). Try this: Material properties. Teaching science (Deakin West, A.C.T.), 67(1), 5–10. https://doi.org/10.3316/informit.674811705713423
Ramanathan, G., Carter, D. & Wenner, J. (2022). A Framework for Scientific Inquiry in Preschool. Early Childhood Education Journal, 50(7), 1263–1277. https://doi.org/10.1007/s10643-021-01259-1
Saçkes, M. (2013). Children's Competencies in Process Skills in Kindergarten and Their Impact on Academic Achievement in Third Grade. Early Education and Development, 24(5), 704–720. https://doi.org/10.1080/10409289.2012.715571
Siry, C., & Max, C. (2013). The Collective Construction of a Science Unit: Framing Curricula as Emergent From Kindergarteners' Wonderings. Science Education, 97(6), 878–902. https://doi.org/10.1002/sce.21076
Skribe-Dimec, D. (2010). Raziskovalne škatle: učni pripomoček za pouk naravoslovja [Inquiry Boxes: A Teaching Tool/Aid for Science Lessons] (2nd ed.). Modrijan.
Smiljan, E. (2021). Spodbujanje samostojnega raziskovanja otrok z raziskovalno škatlo Ptice: diplomsko delo [Encouraging children to explore autonomously with the Birds inquiry box: thesis] [Bachelor thesis, University of Maribor]. https://dk.um.si/IzpisGradiva.php?id=79042
Smithenry, D. W., & Kim, J. (2010). Beyond Predictions. Science and Children, 48(2), 48–52. http://www.jstor.org/stable/43175349
Šenica, K. (2022). Formativno spremljanje otrok pri naravoslovnih kotičkih v vrtcu: diplomsko delo [Formative assessment of children in kindergarten science corners: thesis] [Bachelor thesis, University of Maribor]. https://dk.um.si/IzpisGradiva.php?id=83367
Umek, L. M. (2021). A new image of preschool institutions in Slovenia: conceptual, systemic and curricular backgrounds. Center for Educational Policy Studies Journal, 11(2), 165–184. https://doi.org/10.26529/cepsj.1036
Ungar, V. (2020). Vpliv uporabe raziskovalnih škatel na razvoj naravoslovne pismenosti pri 4-5-letnikih: diplomsko delo [The impact of the use of inquiry boxes on the development of science literacy in 4-5 year olds: thesis] [Bachelor thesis, University of Maribor]. https://dk.um.si/IzpisGradiva.php?id=76882
Vartiainen, J., & Kumpulainen, K. (2020). Playing with science: manifestation of scientific play in early science inquiry. European Early Childhood Education Research Journal, 28(4), 490–503. https://doi.org/10.1080/1350293X.2020.1783924
Yildiz, C., & Guler Yildiz, T. (2021). Exploring the relationship between creative thinking and scientific process skills of preschool children. Thinking Skills and Creativity, 39, 100795. https://doi.org/10.1016/j.tsc.2021.100795
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
