ECNU review of education study reveals hands-on science activities boost preschool children's motivation for learning

Researchers from multiple countries have noted a critical challenge in early childhood education: children often develop negative perceptions of science as "difficult" before they even reach primary school. This perception frequently stems from limited hands-on experiences with scientific concepts during the crucial early years when curiosity and exploration drive learning.

Now, a team of researchers from Çukurova University tackled this problem in a study published online on July 26, 2024 and later in Volume 7, Issue 4 of ECNU Review of Education in November, 2024. They employed a rigorous quasi-experimental design with pre- and post-test measurements using the Science Motivation Scale for Preschool Children. Over five weeks, the researchers implemented 15 open-ended hands-on science activities three times per week with the experimental group of 18 children, while the control group of 7 children continued with the standard preschool curriculum. The hands-on activities followed a scientific reasoning cycle including thinking and asking, planning and predicting, applying and observing, and reporting and expressing.

Results demonstrated a statistically significant increase in science motivation scores for the experimental group (from 3.01 to 3.67), whereas the control group showed no significant change. Importantly, both boys and girls in the experimental group experienced equal benefits, challenging assumptions about gender differences in early science engagement.

"Children who cannot find enough opportunities to learn science and perform scientific activities in the preschool period often develop negative attitudes that persist throughout their education," notes Melek Merve Yilmaz et al. "Our findings show that when children actively participate through seeing, touching, feeling, doing, and experiencing, their motivation for science flourishes."

The hands-on approach proved particularly effective because it allowed children to develop independence, self-confidence, and discovery skills through concrete experiences. Children were encouraged to express their observations after experiments, fostering a sense of ownership over their learning process. This experiential approach transforms abstract scientific concepts into tangible, meaningful experiences that young learners can grasp and enjoy.

The study has important implications for early childhood education policy and practice. With the research showing that science motivation in preschool predicts future academic interests and achievement, the findings suggest that educational systems should prioritize hands-on experiential learning in early science education. The approach is particularly valuable given that it benefits all children regardless of gender, potentially helping to address persistent gender gaps in STEM fields.

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Reference                                    

DOI: https://doi.org/10.1177/20965311241265413