Two approaches to teaching young children science concepts/vocabulary and scientific problem-solving skills
Abstract
This study examined the effectiveness of two different approaches to teaching designed to facilitate children’s learning about science concepts/vocabulary related to objects’ floating and sinking and scientific problem-solving skills: responsive teaching (RT) and the combination of responsive teaching and explicit instruction (RT+EI). Participants included 104 children (51 boys) aged 4 to 5 years. Small groups of children were randomly assigned to one of the two intervention groups (RT, RT+EI) or to a control group. Responsive teaching (RT) reflects a common approach to teaching young children, and the combination approach (RT+EI) includes Explicit Instruction as well as responsive teaching. The two planned interventions were implemented with preschool children and provided evidence that (1) young children learned science concepts/vocabulary better when either responsive teaching or the combination of responsive teaching and explicit instruction was used; and (2) they learned scientific problem-solving skills better when explicit instruction was provided in combination with responsive teaching. Limitations and implications for practice were also discussed.
Degree
Ph.D.
Advisors
Diamond, Purdue University.
Subject Area
Early childhood education|Curriculum development
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