An Action Research on Project-Based Science Inquiry Activities for Junior Class in Kindergarten

Xiaoxuan Shi; Yali Wang

doi:10.70088/md40dv35

Authors

Xiaoxuan Shi Qingdao Hengxing University of Science and Technology, Qingdao, China Author
Yali Wang Qingdao Hengxing University of Science and Technology, Qingdao, China Author

DOI:

https://doi.org/10.70088/md40dv35

Keywords:

project-based learning, kindergarten junior class, scientific inquiry activities, action research

Abstract

This study adopts action research to explore project-based science inquiry activities for kindergarten junior class. Based on constructivism, Piaget's cognitive development theory and Vygotsky's sociocultural theory, three rounds of "planning-implementation-observation-reflection" cycles were carried out in a Qingdao kindergarten around children's interest-driven themes: The Changing Moon, Ants, and Magical Rainwater. Research data were collected via classroom observation and interviews with teachers and the principal. The results indicate that project-based learning can boost young children's scientific inquiry motivation and develop their observation, expression, cooperation and preliminary reasoning skills. It also facilitates teachers' role transformation and promotes in-depth home-kindergarten collaboration. Nevertheless, several deficiencies remain in practice, including inappropriate material arrangement and inadequate differentiated support. Corresponding educational strategies are proposed. This research proves the feasibility of project-based learning in junior-class science activities and offers practical references for preschool science education.

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