Science Presentation

What is science?
A way of thinking
A way of investigating.
An inquiry and but facts do
not stay the same over time.
YOUNG CHILDREN’S IDEAS ABOUT SCIENCE
Science in preschool should not be an obstacle. It is a fact that humans are born inquirers. The nature of
children’s ideas, the way they think about the natural world, also influences their understanding of scientific
concepts. Children tend to view things from a self-centered or human-centered point of view. Thus, they often
attribute human characteristics, such as feelings, will or purpose, to objects and phenomena (Piaget, 1972; Bell,
1993). Children’s thinking seems to be perceptually dominated and limited in focus. For example, children
usually focus on change rather than steady-state situations, which make it difficult for them to recognize
patterns on their own without the help of an adult or more knowledgeable peer (Driver, Guesne, & Tiberghien,
1985; Inagaki, 1992).
 Children may slip from one meaning to another without being aware of the differences in meaning, i.e.,
children use the concept labels of living and non-living differently than do adults or scientist. For example,
plants not living things to some children because they do not move. However, the same children consider
some non-living things, such as clouds, to be living things because they appear to move in the sky.
 Children ideas are mostly stable. Even after being formally taught in classrooms, children often do not
change their ideas despite a teacher’s attempts to challenge the ideas by offering counter-evidence. Children
may ignore counter-evidence or interpret the evidence in terms of their prior ideas (Russell &Watt, 1990;
Schneps &Sadler,2003)
Development of Science concepts
Children learn specific science concepts at different ages.
Birth to age 2- children will learn observation, problem solving,
number, shape, 1 to 1 communication.
At age 2-9- children will learn sets, classifying and applying the
concepts.
Science activities provide children with opportunities to develop and

practice many different skills and attributes. These include
communication skills, collaborative skills, team working and
perseverance, as well as analytical, reasoning and problem-solving
skills.
EFFECTIVE WAYS TO TEACH SCIENCE TO YOUNG CHILDREN
IN ORDER TO HELP CHILDREN LEARN AND UNDERSTAND SCIENCE CONCEPTS, WE

MUST FIRST UNDERSTAND THE NATURE OF THEIR IDEAS ABOUT THE WORLD
AROUND THEM.
For young learners, science is just an extension of their everyday world. We don’t have to teach
young children how to wonder, discover, and explore through play because they do it naturally. The
myth is that we have to convince children that science is fun.
Science is learn through play, in the early childhood.
Children learn science everyday in their world though natural phenomena. (Eg. Thunder, rainbow,
tornado, floods, and etc.)
There are many ways to science to young children:
 Experiments
 Hands-on learning
 Play
 Inquiry learning
 Discovery
 Explorations outside the classroom
Traditional science instruction has unsuccessfully relied heavily on didactic textbook-based
approaches. A growing body of literature suggests that traditional, text-based instruction is not
effective for teaching science because children are usually involved in limited ways as passive
recipients of knowledge. However, nonfiction, expository text can be integrated effectively into
inquiry-based instruction.
The structure of text can affect science learning. The main ideas in the text should be supported
with several examples, and these examples serve as cognitive support for the children.
 Diagrams
 Illustrations and images in textbooks
 Images
 Observation in nature
 Studies show that writing improves memory; students retain learning better when working with
ideas through handwriting instead of typing. Engaging the body in writing by hand helps make
writing a holistic activity.
Steps for using inquiry
Benefits of using inquiry skills learning are:
Inquiry skills are important for student Ask a question
learning. It requires them to be active Investigate answers
participants as they gather information,
Create new understanding
analyze their findings, and apply critical
thinking of what they learn. Using inquiry Communicate findings
skills for learning can. reflect
 Foster curiosity
 Develop critical thinking
 Encourage student responsibility
 Support reason skills
Interacting with the preschoolers
Talking is the key factor. It helps children internalize their
observations and start to involve in higher or complex level
of thinking which enables them to see the big picture.
Children this age, loves to ask questions.

They will begin to understand the scientific method, how to
develop hypotheses and find ways to test, record and
compare the data's.
Through exploration and discussion, preschoolers learn that
science is part of their lives and its fun.
 The goal of teaching science with young children is to help them develop
their ability to apply scientific knowledge and learning processes that will
continue to develop across their lifetime.
 Science experiences also help young develop their ability to solve
problems, acquire scientific knowledge and information, keep an interest
and appreciation children in science happenings around them, and develop
positive attitudes toward science (Leeper, Skipper, & Witherpoon, 1979)
 Science education aims to increase people’s understanding of science and
the construction of knowledges as well as to promote scientific literacy and
responsible citizenship.

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What is science?

Science activities provide children with opportunities to develop and

IN ORDER TO HELP CHILDREN LEARN AND UNDERSTAND SCIENCE CONCEPTS, WE

Children this age, loves to ask questions.

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