Effectiveness of an Inquiry-Based Science Program on Enhancing Science Process Skills and Knowledge Among Moroccan Preschool Children
This study evaluates the effectiveness of a twelve-week Inquiry-Based Science (IBS) program on enhancing science process skills and scientific knowled.
- Pub. date: November 15, 2024
- Online Pub. date: September 09, 2024
- Pages: 543-558
- 149 Downloads
- 654 Views
- 0 Citations
This study evaluates the effectiveness of a twelve-week Inquiry-Based Science (IBS) program on enhancing science process skills and scientific knowledge among preschool children in Morocco. Conducted in a quasi-experimental setting, it involved 105 children (M = 60.46 months, SD = 4.32), with 37 in the IBS group and 68 in the control group. The program utilized the 5Es instructional model and the Engineering Design Process (EDP) to engage children in active, hands-on learning experiences. Statistical analysis demonstrated that the IBS group achieved substantial improvements in both science process skills and scientific knowledge relative to the control group, with between-group effect sizes (Cohen’s d) ranging from 1.02 and 2.31. These findings highlight the significant impact of structured inquiry-based approaches in early childhood education. The study underscores the need for integrating such methods into the preschool curriculum to foster scientific understanding and skills from a young age, thereby better preparing Moroccan children for future academic and professional challenges. The results advocate for educational stakeholders to consider adopting inquiry-based learning frameworks to enhance the overall quality of early childhood education in Morocco.
early childhood inquiry based learning preschool education science education science process skills
Keywords: Early childhood, inquiry-based learning, preschool education, science education, science process skills.
0
References
Aaron, P. G. (1988). The mind’s new science by Howard Gardner. Basic Books, 1985, 423 pp., hardcover. (ISBN 0-465-04634-7). The Educational Forum, 52(4), 381-387. https://doi.org/10.1080/00131728809335507
Akuma, F. V., & Callaghan, R. (2019). Teaching practices linked to the implementation of inquiry‐based practical work in certain science classrooms. Journal of Research in Science Teaching, 56(1), 64-90. https://doi.org/10.1002/tea.21469
Aldemir, J., & Kermani, H. (2017). Integrated STEM curriculum: Improving educational outcomes for Head Start children. Early Child Development and Care, 187(11), 1694-1706. https://doi.org/10.1080/03004430.2016.1185102
Anastasiou, L., Kostaras, N., Kyritsis, E., & Kostaras, A. (2015). The construction of scientific knowledge at an early age: Two crucial factors. Creative Education, 6(2), 262-272. https://dx.doi.org/10.4236/ce.2015.62025
Arnold, J. C., Boone, W. J., Kremer, K., & Mayer, J. (2018). Assessment of competencies in scientific inquiry through the application of Rasch measurement techniques. Education Sciences, 8(4), Article 184. https://doi.org/10.3390/educsci8040184
Black, P., & Harlen, W. (2002). How can we specify concepts for primary science? In P. J. Black & A. M. Lucas (Eds.), Children's informal ideas in science (pp. 222-243). Routledge.
Bornstein, M. H. (1989). Sensitive periods in development: Structural characteristics and causal interpretations. Psychological Bulletin, 105(2), 179-197. https://doi.org/10.1037/0033-2909.105.2.179.
Bulunuz, M. (2013). Teaching science through play in kindergarten: Does integrated play and science instruction build understanding? European Early Childhood Education Research Journal, 21(2), 226-249. https://doi.org/10.1080/1350293X.2013.789195
Bustamante, A. S., Greenfield, D. B., & Nayfeld, I. (2018). Early childhood science and engineering: Engaging platforms for fostering domain-general learning skills. Education Sciences, 8(3), Article 144. https://doi.org/10.3390/educsci8030144
Bybee, R. W. (1997). Toward an understanding of scientific literacy. In W. Gräber & C. Bolte (Eds.), Scientific literacy: An international symposium (pp. 37-68). IPN – Leibniz-Institut für die Pädagogik der Naturwissenschaften.
Bybee, R. W. (2009). The BSCS 5E instructional model and 21st century skills. BSCS.
Cabe Trundle, K. (2015). The inclusion of science in early childhood classrooms. In K. Cabe Trundle & M. Saçkes (Eds.), Research in early childhood science education (pp. 1-6). Springer. https://doi.org/10.1007/978-94-017-9505-0_1
Calderon, J. (2020). Executive function in children: Why it matters and how to help. Harvard Health. https://bitly.cx/y9mOP
Chafi, M. E., Elkhouzai, E., & Arhlam, A. (2014). The dynamics of classroom talk in Moroccan primary school: Towards dialogic pedagogy. International Journal of Education Research, 2(5), 99-114. https://bitly.cx/ntu6
Chaille, C., & Britain, L. (2003). The young child as scientist: A constructivist approach to early childhood science education (3rd ed.). Allyn and Bacon.
Chalufour, I., & Worth, K. (2003). Discovering nature with young children: Part of the young scientist series. Redleaf Press.
Chang, H.-P., Chen, C.-C., Guo, G.-J., Cheng, Y.-J., Lin, C.-Y., & Jen, T.-H. (2011). The development of a competence scale for learning science: Inquiry and communication. International Journal of Science and Mathematics Education, 9, 1213-1233. https://doi.org/10.1007/s10763-010-9256-x
Charlesworth, R., & Lind, K. K. (2012). Math and science for children. Cengage Learning.
Charpak, G., Léna, P., & Quéré, Y. (2005). L’enfant et la science: L’aventure de La main à la pâte [The child and science: The adventure of La main à la pâte]. Odile Jacob.
Chiappetta, E. L., & Russell, J. M. (1982). The relationship among logical thinking, problem solving instruction, and knowledge and application of earth science subject matter. Science Education, 66(1), 85-93. https://doi.org/10.1002/sce.3730660111
Cimer, A. (2007). Effective teaching in science: A review of literature. Journal of Turkish Science Education, 4(1), 20-44. https://bitly.cx/Mbf5S
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum.
Davidson, M. C., Amso, D., Anderson, L. C., & Diamond, A. (2006). Development of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia, 44(11), 2037-2078. https://doi.org/10.1016/j.neuropsychologia.2006.02.006
Davis, M. E., Cunningham, C. M., & Lachapelle, C. P. (2017). They can’t spell "engineering" but they can do it. Zero to Three, 37(5), 4-11. https://bitly.cx/oZHOV
Delta Education. (2024). Explore the science program whose time has come. FOSS Pathways. https://bitly.cx/N9ui
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959-964. https://doi.org/10.1126/science.1204529
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
Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research in Education, 32(1), 268-291. https://doi.org/10.3102/0091732X07309371
Epstein, H. T. (1978). Growth spurts during brain development: Implications for educational policy and practice. Teachers College Record, 79(6), 343-370. https://doi.org/10.1177/016146817807900610
Ergül, R., Şimşekli, Y., Çalış, S., Özdilek, Z., Göçmençelebi, Ş., & Şanli, M. (2011). The effects of inquiry-based science teaching on elementary school students’ science process skills and science attitudes. Bulgarian Journal of Science and Education Policy, 5(1), 48-68. https://bitly.cx/mAG8k
Ertepinar, H., & Geban, Ö. (1996). Effect of instruction supplied with the investigative‐oriented laboratory approach on achievement in a science course. Educational Research, 38(3), 333-341. https://doi.org/10.1080/0013188960380306
Eshach, H., & Fried, M. N. (2005). Should science be taught in early childhood? Journal of Science Education and Technology, 14, 315-336. https://doi.org/10.1007/s10956-005-7198-9
Fleer, M., & Pramling, N. (2015). A cultural-historical study of children learning science: Foregrounding affective imagination in play-based settings. Springer. https://doi.org/10.1007/978-94-017-9370-4
French, L., Conezio, K., & Boynton, M. (2002). Using science as the hub of an integrated early childhood curriculum: The ScienceStart! [TM]curriculum. In Proceedings of the Symposium in Honor of Lilian G. Katz (pp. 303-312). National Science Foundation.
French, L. A., & Woodring, S. D. (2012). Science education in the early years. In O. N. Saracho & B. Spodek (Eds.), Handbook of research on the education of young children (pp. 193-210). Routledge. https://doi.org/10.4324/9780203841198
Fridman, R., Eden, S., & Spektor-Levy, O. (2020). Nascent inquiry, metacognitive, and self-regulation capabilities among preschoolers during scientific exploration. Frontiers in Psychology, 11, Article 1790. https://doi.org/10.3389/fpsyg.2020.01790
Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82(3), 300-329. https://doi.org/10.3102/0034654312457206
Gabel, D. L., Rubba, P. A., & Franz, J. R. (1977). The effect of early teaching and training experience on physics achievement, attitude toward science and science teaching, and process skill proficiency. Science Education, 61(4), 503-511. https://doi.org/10.1002/sce.3730610406
Gallenstein, N. L. (2005). Engaging young children in science and mathematics. Journal of Elementary Science Education, 17(2), 27-41. http://www.jstor.org/stable/43156150
Gelman, R., & Brenneman, K. (2004). Science learning pathways for young children. Early Childhood Research Quarterly, 19(1), 150-158. https://doi.org/10.1016/j.ecresq.2004.01.009
Germann, P. J., Aram, R., & Burke, G. (1996). Identifying patterns and relationships among the responses of seventh-grade students to the science process skill of designing experiments. Journal of Research in Science Teaching, 33(1), 79-99. https://doi.org/ch4bb2
Germann, P. J., Aram, R., Odom, A. L., & Burke, G. (1996). Student performance on asking questions, identifying variables, and formulating hypotheses. School Science and Mathematics, 96(4), 192-201. https://doi.org/10.1111/j.1949-8594.1996.tb10224.x
Golob, N., & Ungar, V. (2023). The development of science process skills and of content knowledge with inquiry boxes in early childhood education. Center for Educational Policy Studies Journal. Advance online publication. https://doi.org/10.26529/cepsj.1631
Greenfield, D. B., Jirout, J., Dominguez, X., Greenberg, A., Maier, M., & Fuccillo, J. (2009). Science in the preschool classroom: A programmatic research agenda to improve science readiness. Early Education and Development, 20(2), 238-264. https://doi.org/10.1080/10409280802595441
Gropen, J., Clark-Chiarelli, N., Hoisington, C., & Ehrlich, S. B. (2011). The importance of executive function in early science education. Child Development Perspectives, 5(4), 298-304. https://doi.org/10.1111/j.1750-8606.2011.00201.x
Hadzigeorgiou, Y. (2002). A study of the development of the concept of mechanical stability in preschool children. Research in Science Education, 32, 373-391. https://doi.org/10.1023/A:1020801426075
High Commission for Planning. (2021). Préfecture Inzegane Ait Melloul En Chiffres 2021 [Inzegane Ait Melloul Prefecture in Figures 2021]. Haut-Commissariat au Plan. https://rb.gy/n6v3k1
Higher Council of Education. (2008). Rapport synthétique [Summary report]. https://bitly.cx/dsxY
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
Johnson, L., McHugh, S., Eagle, J. L., & Spires, H. A. (2019). Project-based inquiry (PBI) global in kindergarten classroom: Inquiring about the world. Early Childhood Education Journal, 47, 607-613. https://doi.org/10.1007/s10643-019-00946-4
Kesidou, S., & Roseman, J. E. (2002). How well do middle school science programs measure up? Findings from Project 2061’s curriculum review. Journal of Research in Science Teaching, 39(6), 522-549. https://doi.org/10.1002/tea.10035
Kinzie, M. B., Whittaker, J. V., McGuire, P., Lee, Y., & Kilday, C. (2015). Research on curricular development for pre-kindergarten mathematics and science. Teachers College Record, 117(7), 1-40. https://doi.org/10.1177/016146811511700705
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1
Lin, X., Yang, W., Wu, L., Zhu, L., Wu, D., & Li, H. (2021). Using an inquiry-based science and engineering program to promote science knowledge, problem-solving skills and approaches to learning in preschool children. Early Education and Development, 32(5), 695-713. https://doi.org/10.1080/10409289.2020.1795333
Lind, K. K. (1998, February 6-8). Science in early childhood: Developing and acquiring fundamental concepts and skills [Paper presentation]. Forum on Early Childhood Science, Mathematics, and Technology Education. National Science Foundation. Washington, DC.
Mao, S.-L., Chang, C.-Y., & Barufaldi, J. P. (1998). Inquiry teaching and its effects on secondary-school students’ learning of Earth science concepts. Journal of Geoscience Education, 46(4), 363-367. https://doi.org/10.5408/1089-9995-46.4.363
Marian, H., & Jackson, C. (2020). Inquiry-based learning: A framework for assessing science in the early years. In M. Watts & A. Silby (Eds.), Early years science education: A contemporary look (pp. 43-54). Routledge. https://doi.org/10.4324/9780429442698-5
Martin, D. J. (1997). Elementary science methods: A constructivist approach. Delmar Publishers.
Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474‑496. https://doi.org/10.1002/tea.20347
Mostafa, T., Echazarra, A., & Guillou, H. (2018). The science of teaching science: An exploration of science teaching practices in PISA 2015. OECD. https://doi.org/10.1787/f5bd9e57-en
Mulyeni, T., Jamaris, M., & Supriyati, Y. (2019). Improving basic science process skills through inquiry-based approach in learning science for early elementary students. Journal of Turkish Science Education, 16(2), 187-201.
National Research Council. (1996). National science education standards. National Academies Press.
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
National Research Council. (2013). Next generation science standards: For states, by states. National Academies Press.
National Science Board. (2004). An emerging and critical problem of the science and engineering labor force: A companion to science and engineering indicators 2004. National Science Foundation. https://www.nsf.gov/statistics/nsb0407/nsb0407.pdf
National Science Teachers Association. (2014). Early childhood science education. NSTA position statement. https://bitly.cx/PSfv9
Nayfeld, I., Brenneman, K., & Gelman, R. (2011). Science in the classroom: Finding a balance between autonomous exploration and teacher-led instruction in preschool settings. Early Education and Development, 22(6), 970-988. https://doi.org/10.1080/10409289.2010.507496
Njagi, J. (2016). Determinants of use of inquiry based instruction by early childhood teachers in teaching science in Meru South Sub-County, Kenya [Master's thesis, Kenyatta University]. Kenyatta University Repository. https://bit.ly/473luDp
Organisation for Economic Co-operation and Development. (2019). PISA 2018 assessment and analytical framework: Science framework. https://doi.org/10.1787/b25efab8-en
Osborne, J. (2014). Teaching scientific practices: Meeting the challenge of change. Journal of Science Teacher Education, 25(2), 177-196. https://doi.org/10.1007/s10972-014-9384-1
Ouabich, R., & Tifroute, L. (2023). Teaching science through inquiry in kindergarten: Literature-derived inventory. In Proceedings of the 4th International Conference on Quantitative and Qualitative Methods for Economics, Management and Social Sciences (QQR’22) (pp. 55-65). Sciendo. https://doi.org/10.2478/9788367405225-009
Ouabich, R., Tifroute, L., & Bounabe, A. (2023). Science awareness: Analysis of Moroccan curriculum framework for preschool education. European Journal of Educational Research, 12(3), 1233-1246. https://doi.org/10.12973/eu-jer.12.3.1233
Ouabich, R., Tifroute, L., & Rafouk, L. (2024). Exploring Moroccan early childhood teachers’ perceptions of science education: Importance, confidence, and barriers. Pakistan Journal of Life and Social Sciences, 22(1), 2855-2873. https://doi.org/10.57239/PJLSS-2024-22.1.00210
Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61. https://doi.org/10.1016/j.edurev.2015.02.003
Ravanis, K. (2022). Research trends and development perspectives in early childhood science education: An overview. Education Sciences, 12(7), Article 456. https://doi.org/10.3390/educsci12070456
Saçkes, M. (2015). Kindergartners’ mental models of the day and night cycle: Implications for instructional practices in early childhood classrooms. Educational Sciences: Theory and Practice, 15(4), 997-1006. https://bit.ly/4gdK9cm
Samarapungavan, A., Mantzicopoulos, P., & Patrick, H. (2008). Learning science through inquiry in kindergarten. Science Education, 92(5), 868-908. https://doi.org/10.1002/sce.20275
Samarapungavan, A., Patrick, H., & Mantzicopoulos, P. (2011). What kindergarten students learn in inquiry-based science classrooms. Cognition and Instruction, 29(4), 416-470. https://doi.org/10.1080/07370008.2011.608027
Schindler, H. S., McCoy, D. C., Fisher, P. A., & Shonkoff, J. P. (2019). A historical look at theories of change in early childhood education research. Early Childhood Research Quarterly, 48, 146-154. https://doi.org/10.1016/j.ecresq.2019.03.004
Schmitt, S. A., Korucu, I., Napoli, A. R., Bryant, L. M., & Purpura, D. J. (2018). Using block play to enhance preschool children’s mathematics and executive functioning: A randomized controlled trial. Early Childhood Research Quarterly, 44, 181-191. https://doi.org/10.1016/j.ecresq.2018.04.006
Sever, D., & Guven, M. (2014). Effect of inquiry-based learning approach on student resistance in a science and technology course. Educational Sciences: Theory and Practice, 14(4), 1601-1605.
Shonkoff, J. P. (2017). Breakthrough impacts: What science tells us about supporting early childhood development. YC Young Children, 72(2), 8-16. https://www.jstor.org/stable/90004117
Şimşek, P., & Kabapınar, F. (2010). The effects of inquiry-based learning on elementary students’ conceptual understanding of matter, scientific process skills and science attitudes. Procedia-Social and Behavioral Sciences, 2(2), 1190-1194. https://doi.org/10.1016/j.sbspro.2010.03.170
Staver, J. R., & Small, L. (1990). Toward a clearer representation of the crisis in science education. Journal of Research in Science Teaching, 27(1), 79-89. https://doi.org/10.1002/tea.3660270108
Sternberg, R. J., & Berg, C. A. (1992). Intellectual development. Cambridge University Press.
Tolmie, A. K., Ghazali, Z., & Morris, S. (2016). Children’s science learning: A core skills approach. British Journal of Educational Psychology, 86(3), 481-497. https://doi.org/10.1111/bjep.12119
Uludağ, G., & Erkan, N. S. (2023). Okul dışı öğrenme ortamlarında etkinlikler içeren fen eğitimi programının 60-72 aylık çocukların bilimsel süreç becerilerine etkisi [The impact of a science education program including activities in non-school learning environments on the scientific process skills of children aged 60-72 months]. Hacettepe University Journal of Education/ Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38(1), 52-77. https://doi.org/10.16986/HUJE.2020064760
Williams, R. A., Rockwell, R. E., & Sherwood, E. A. (1987). Mudpies to magnets: A preschool science curriculum. Gryphon House, Inc.
Worth, K. (2010). Science in early childhood classrooms: Content and process. In STEM in Early Education and Development Conference. ECRP- University of Northern Iowa. https://ecrp.illinois.edu/beyond/seed/worth.html
Worth, K., & Grollman, S. (2003). Worms, shadows, and whirlpools: Science in the early childhood classroom. Heinemann.
Yoon, J., & Onchwari, J. A. (2006). Teaching young children science: Three key points. Early Childhood Education Journal, 33, 419-423. https://doi.org/10.1007/s10643-006-0064-4
Zelazo, P. D., Carlson, S. M., & Kesek, A. (2008). The development of executive function in childhood. In C. A. Nelson & M. Luciana (Eds.), Handbook of developmental cognitive neuroscience (2nd ed., pp. 553-574). MIT Press.