Two approaches to teaching young children science concepts, vocabulary, and scientific problem-solving skills

Soo Young Hong, Karen E. Diamond

Research output: Contribution to journalArticle

20 Citations (Scopus)

Abstract

The present study examined the efficacy of two different approaches to teaching designed to facilitate children's learning about science concepts and 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 four to five 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 and vocabulary better when either responsive teaching or the combination of responsive teaching and explicit instruction was used; (2) children in the combined intervention group learned more science concepts and vocabulary and more content-specific scientific problem-solving skills than children in either the responsive teaching or control groups. Limitations, future directions, and implications for practice are also discussed.

Original languageEnglish (US)
Pages (from-to)295-305
Number of pages11
JournalEarly Childhood Research Quarterly
Volume27
Issue number2
DOIs
StatePublished - Mar 5 2012

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Vocabulary
vocabulary
Teaching
science
instruction
Group
Control Groups
floating
Preschool Children
preschool child
small group

Keywords

  • Preschool science
  • Science concepts and vocabulary
  • Scientific problem-solving skills
  • Teaching approaches

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science

Cite this

Two approaches to teaching young children science concepts, vocabulary, and scientific problem-solving skills. / Hong, Soo Young; Diamond, Karen E.

In: Early Childhood Research Quarterly, Vol. 27, No. 2, 05.03.2012, p. 295-305.

Research output: Contribution to journalArticle

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