Developing Inquiry-Based Science Activities in Early Childhood Education: An Action Research

Eti, Inanç; Sığırtmaç, Ayperi

doi:10.46328/ijres.1973

Cited by 3 publications

(2 citation statements)

References 17 publications

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“…This is because, at this level and at this early age, children are encouraged to explore and discover their environment while fostering curiosity and developing core motor and social skills. These activities are the core of IBL and are supported by mobile devices through their mobility, clear screen displays, and interactive multimedia content (Eti & Sigirtmac, 2021; Papadakis et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Which pedagogical approaches are more effective in mobile learning? A meta‐analysis and research synthesis

Tlili,

Salha,

Garzón

et al. 2024

Computer Assisted Learning

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Background StudySeveral meta‐analysis studies have investigated the effects of mobile learning on learning performance. However, limited attention has been paid to pedagogy in mobile learning, making quantitative evidence of the effects of pedagogical approaches on learning performance in mobile learning scarce. Filling this gap can therefore help stakeholders understand which mobile pedagogical approaches might work or not under which learning conditions, hence achieving better learning experience and performance.ObjectivesTo address this gap, this study conducted a meta‐analysis and research synthesis of the effects of integrated pedagogical approaches on students' learning performance in mobile learning. Additionally, this study analysed the field of education, level of education, learning setting, sample size, and mobile device as moderating variables of the effect of pedagogical approaches.MethodsThe software Comprehensive Meta‐Analysis V.3 was used for this meta‐analysis, where Hedges' g was calculated for the effect sizes. Specifically, 70 quantitative studies (N = 5575 participants) were coded and analysed.ResultsThe results indicate that pedagogical approaches in mobile learning have a large effect on students' learning performance (g = 0.93, p < 0.001). The most effective pedagogical approach was project‐based learning (huge effect), while collaborative learning, situated learning and game‐based learning had large effects. Finally, cognitive theory of multimedia learning and inquiry‐based learning had medium effects. The results also indicate that the effect is moderated by the field of education, the level of education, the learning setting, the sample size, and the mobile device. Finally, it is found that study quality might influence the overall effect size.ConclusionsThe findings of this study can be beneficial to both researchers and practitioners as they highlight and discuss which pedagogical approaches could be more effective in mobile learning under specific conditions. Further research, on the other hand, should focus on covering additional moderators of learning performance like mobile device type and screen size which is one of the limitations of this study.

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Section: Discussionmentioning

confidence: 99%

Which pedagogical approaches are more effective in mobile learning? A meta‐analysis and research synthesis

Tlili,

Salha,

Garzón

et al. 2024

Computer Assisted Learning

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“…Inquiry-based science instruction in kindergarten increases children's enthusiasm to learn while improving their comprehension of scientific ideas. Children can actively develop their knowledge using this approach by observing their surroundings, conducting experiments, and working with peers (Eti & Sığırtmaç, 2021).…”

Section: Introductionmentioning

confidence: 99%

Inquiry-Based Science Approach in Kindergarten: A Systematic Review

Olubola Adeyele

2023

Al-Mudarris

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Inquiry-based learning is a pedagogical approach that empowers learners to actively construct knowledge by engaging in problem-solving, critical thinking, questioning, and hands-on experiences. The inquiry-based approach in science emphasizes learners' active role in creating their understanding of the natural world. This review critically examines the application and impact of inquiry-based science approaches in kindergarten education. Through a thorough analysis of 16 research articles, the study shed light on different aspects of inquiry-based learning, including subject areas, participants, methodologies, types of inquiry-based approaches, theoretical frameworks, and impacts on learning outcomes. Findings show a predominant focus on early years’ science, with kindergarten children being the primary participants. The use of qualitative research methods shows a trend toward a comprehensive understanding of the issue. The study underscore the significance of using inquiry-based learning approach in kindergarten education and offers helpful information for teachers, decision-makers, and researchers. It also emphasizes the need for further empirical studies, particularly those addressing instructional models, challenges faced in the classroom to execute inquiry-based learning, and longitudinal studies to evaluate the long-term impacts of inquiry-based science education on kindergarten children performance.

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An action research: Experiences and practices of designing 21st-century assessment activities of elementary teacher candidates

Özen

2022

Journal of Educational Technology and Online Learning

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The aim of this action research is to improve the experiences and practices of elementary teacher candidates in designing 21st-century assessment activities. This study was conducted with two groups in Instructional Design Course in two different education terms. The first term has 52, while the second term has 42 elementary teacher candidates (ETCs). A rubric to design assessment activities was created with ETCs in the first term and they applied them to revise. Then the ETCs in the second term experienced by applying revised rubric during performance homework and fulfilled the self-assessment form including both rating scale and open-ended questions were used to tell their experiences. The responses to the rating scale were analyzed through descriptive analysis, while open-ended responses of ETCs were analyzed through content analysis. The findings indicate that ETCs have experience based on creating problem-solving, critical thinking, and productive product-based questions, using collaborative structure, using digital tools, creating feedback badges based on skill-based scoring. Also, ETCs reported they have improved professional and personal skills by designing 21st-century assessment activities. This study contributes to preparing ETCs for 21st-century learning. Research Article

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Developing Inquiry-Based Science Activities in Early Childhood Education: An Action Research

Cited by 3 publications

References 17 publications

Which pedagogical approaches are more effective in mobile learning? A meta‐analysis and research synthesis

Which pedagogical approaches are more effective in mobile learning? A meta‐analysis and research synthesis

Inquiry-Based Science Approach in Kindergarten: A Systematic Review

An action research: Experiences and practices of designing 21st-century assessment activities of elementary teacher candidates

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