This study looks into the efficacy of experiential learning through play and science activities in building scientific process skills among early childhood teacher students. The research uses a four-step experiential learning model:
1. Situations/Interpretations: Engaging in play-based and science discovery activities.
2. Reflection: Asking questions to analyze activity outcomes.
3. Conceptualization: Synthesizing and solidifying knowledge of scientific process skills.
4. Application: Integrating acquired knowledge into everyday life or modifying it through repeated practice.
Specifically designed activities targeted various process skills, including observation, classification, communication, drawing conclusions, and making predictions. The results revealed positive outcomes:
• Early childhood teacher students demonstrated a good level of knowledge and understanding of scientific process skills.
• Their scientific practical fluency achieved a satisfactory level.
• This experiential learning approach proved beneficial for educators, fostering scientific curiosity and equipping them to organize effective science activities for early childhood development.
This research emphasizes the potential of play-based and science activities in equipping future educators with the necessary skills to nurture scientific exploration and discovery in young children.

Authors:
Yada Chosungnoen, Udon Thani Rajabhat University, Thailand

About the Presenter(s)
Miss Yada Chosungnoen lecturer in UdonThani Rajabhat University. I teach students in the early childhood field.
I am interested in research or studies regarding early childhood learning experiences.

See this presentation on the full schedule – Sunday Schedule

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