Exploring the classroom: Teaching science in early childhood



This study tested and integrated the effects of an inquiry-based didactic method for preschool science in a real practical classroom setting. Four preschool classrooms participated in the experiment (N= 57) and the children were 4–6 years old. In order to assess children’s attention for causal events and their understanding at the level of scientific reasoning skills, we designed a simple task in which a need for information gain was created. Compared to controls, children in the post-test showed significant learning gains in the development of the so-called control of variables strategy. Indeed, they executed more informative and less uninformative explorations during their spontaneous play. Furthermore, the importance of such programmes was discussed in the field of STEM education.


Preschool science, STEM-education, problem-solving, inquiry learning

Paper Details

Paper Details
Topic Early Childhood Education
Pages 537 - 558
Issue IEJEE, Volume 8, Issue 4
Date of acceptance 12 June 2016
Read (times) 924
Downloaded (times) 589

Author(s) Details


University College of Vives, Belgium

Nele De WIT

University College of Vives, Belgium


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