Implementing a Project-Based Learning Module in Urban and Indigenous Areas to Promote Young Children's Scientific Practices

Autor/inn/en	Hsin, Ching-Ting; Wu, Hsin-Kai
Titel	Implementing a Project-Based Learning Module in Urban and Indigenous Areas to Promote Young Children's Scientific Practices
Quelle	In: Research in Science Education, 53 (2023) 1, S.37-57 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hsin, Ching-Ting)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-022-10043-z
Schlagwörter	Student Projects; Active Learning; Urban Areas; Young Children; Science Education; Indigenous Populations; Foreign Countries; Elementary School Science; Early Childhood Education; Scores; Science Experiments; Preschool Children; Science Achievement; Evidence Based Practice; Science Process Skills; Taiwan + Suchen Sie Ihr Suchwort? Schulprojekt; Aktives Lernen; Urban area; Stadtregion; Frühe Kindheit; Naturwissenschaftliche Bildung; Sinti und Roma; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	This study examined the impact of a project-based learning module on young children's scientific practices in urban and Indigenous areas. The module was developed by drawing upon early science standards and research on scientific practices and project-based teaching approaches. Ninety-eight children from northern Taiwan participated. Their average age was 5 years and 7 months, ranging from 4 years and 6 months to 6 years and 5 months. A performance assessment of scientific practices was administered before and after the module. Results of paired sample t tests showed that children improved in overall practices and every sub-practice after taking the module. Both city and Indigenous children performed significantly better on the post-test, as did both the 4- and 5-year-old groups. ANCOVA results indicated no significant difference between urban and Indigenous children in the post-test scores of overall and most sub-practices; the only exception was that urban children had significantly better improvement on doing an experiment. Similar ANCOVA results were found for the 4- and 5-year-old groups; the 4-year-old group had significantly better improvement only on measuring. Results suggest that the module promoted scientific practices of children of different ages and ethnic backgrounds. This study sheds light on evidence-based early science curricula, early scientific practices, and the achievement of educational equity. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01