Implementation of Early Childhood Science Education Course Based on Inquiry-Based Learning and Phenomenon-Based Learning to Enhance Scientific Inquiry Teaching Ability of Pre-service Early Childhood Teachers

Abstract

Background and aim: Scientific inquiry teaching ability is one of the key abilities of science teachers to carry out inquiry teaching. In reality, many teachers lack the will and ability to implement inquiry-based teaching independently, so the opportunities and quality of students' participation in inquiry learning will also be restricted (Meng Xiulan et al., 2012). Therefore, it is of great practical significance to strengthen the cultivation of the scientific inquiry teaching ability of pre-service early childhood teachers. This study focuses on the influence of early childhood science education courses based on inquiry-based learning and phenomenon-based learning on the scientific inquiry teaching ability of pre-service early childhood teachers. Expanding the breadth and depth of the research on students' core literacy in science education is helpful to the development of students' science teaching ability. The purpose of this study was to compare the scientific inquiry teaching ability and students' satisfaction of pre-service early childhood teachers after learning through the early childhood science education course based on inquiry-based learning and phenomenon-based learning, with the criterion set at 70%. Materials and methods: In this experimental study, 30 third-year students majoring in preschool education at Taizhou College of Nanjing Normal University were investigated. This study used a scoring rubric of scientific inquiry teaching ability and students' satisfaction questionnaire, with the reliability of 0.93, 091 respectively. The measurement through the research instruments was conducted after the implementation of the early childhood science education course based on inquiry-based learning and phenomenon-based learning. Data were collected and analyzed by means, standard deviation, and the determined criterion of 70% by using a t-test for one sample. Results: The study found that the mean score of students’ scientific inquiry teaching ability after learning through an early childhood science education course based on inquiry-based learning and phenomenon-based learning was 19.83, out of a full score of 24, with a standard deviation of 1.72. The posttest scores of students’ scientific inquiry teaching ability were greater than the criterion of 70% at.01 level of statistical significance (t = 9.64, p=0.001). The mean scores of students’ satisfaction after learning through early childhood science education course based on inquiry-based learning and phenomenon-based learning was 4.55 from the full score of 5, and the standard deviation was 0.34 which was statistically higher than the criterion of 70% at.01 level of statistical significance (t = 16.68, p=0.001). It is considered to be a large effect of early childhood science education courses based on inquiry-based learning and phenomenon-based learning on the scientific inquiry teaching ability of pre-service early childhood teachers. Conclusion: The developed early childhood science education course based on inquiry-based learning and phenomenon-based learning has a significant effect on enhancing the scientific inquiry teaching ability of pre-service early childhood teachers. The early childhood science education course, based on inquiry-based learning and phenomenon-based learning, has stimulated students' initiative and enthusiasm in learning and enhanced their ability and confidence in carrying out inquiry teaching to encourage early childhood exploration of the phenomenon through questions, experiments, and hands-on activities.