Development and Effectiveness of the E-Sky Module Based on PBL in the Teaching and Facilitation Process of Early Science

Abstract

In recent years, there has been a growing concern in science education on the enhancement of preschoolers' knowledge and motivation for concepts by implementing efficient teaching methods. This study explored the development and effectiveness of the E-sky Module in increasing the development of preschoolers in Project-based Learning (PBL) activities conducted both within and outside of preschool. This study employed the Design and Development Research (DDR) approach, incorporating many research methods. During the qualitative interviews conducted in the needs analysis phase, three different themes related to the difficulties encountered by teachers when conducting early science projects were meticulously recorded and analysed. Based on a quantitative analysis completed by three experts in the field, this E-sky Module has been determined to have a substantial level of validity and a satisfactory level of reliability. This is evidenced by a Cronbach's alpha coefficient of (p < .82) observed. Moreover, throughout the evaluation phase, four distinct themes were effectively reported, suggesting that this module significantly contributed to the comprehensive development of preschoolers. Hence, future studies should explore the potential of enhancing knowledge acquisition through promoting motivation and the emergence of conducive learning environments in the context of PBL. Keywords: project-based learning, teaching pedagogical, facilitation process, learning module, scaffolding