PROJECT-BASED LEARNING IN SCIENCE ACTIVITIES: ENHANCING COGNITIVE DEVELOPMENT AND PROBLEM-SOLVING COMPETENCY IN PRESCHOOL CHILDREN
Authors
Pham Quang Tiep
Share
Annotation
Project-Based Learning (PBL) is becoming an effective approach in preschool education, especially in scientific discovery activities. This study aims to evaluate the impact of PBL on the cognitive development and problem-solving ability of preschool children through experiments with two groups of 5-6 year olds children: the experimental group (applying PBL) and the control group (traditional method). The results of the study showed that children in the experimental group had remarkable progress in scientific awareness (an average increase of 29.5%) and problem-solving ability (an average increase of 37.8%) compared to the control group. The PBL method not only helps children gain a deeper understanding of scientific phenomena but also encourages creative thinking and teamwork. From the above findings, the study proposes a process for designing science education projects suitable for preschool age, while emphasizing the role of teachers in guiding and creating a positive learning environment. This result suggests new directions in innovating preschool education methods in Vietnam to improve the quality of teaching and learning in a proactive, creative and practical manner.
Keywords
Authors
Pham Quang Tiep
Share
References:
Bell, S. (2015). Project-based learning for the 21st century: Skills for the future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 88(2), 75-79.
Dewey, J. (1897). My pedagogic creed. E. L. Kellogg & Co.
Eshach, H., & Fried, M. N. (2016). Should science be taught in early childhood? Journal of Science Education and Technology, 25(1), 1-18.
Han, S., Capraro, R., & Capraro, M. M. (2015). How science, technology, engineering, and mathematics (STEM) project-based learning affects high, middle, and low achievements differently. International Journal of Science and Mathematics Education, 13(5), 1089-1113.
Kilpatrick, W. H. (1918). The project method: The use of the purposeful act in the educative process. Teachers College, Columbia University.
Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 317-334). Cambridge University Press.
Krajcik, J. S., & Shin, N. (2015). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed., pp. 275-295). Cambridge University Press.
Larmer, J., & Mergendoller, J. R. (2015). Gold standard PBL: Essential project design elements. Buck Institute for Education.
Nguyen Anh Tuyet. (2006). Preschool education textbook. Hanoi National University of Education Publishing House.
Nguyen Thi My Loc, & Nguyen Thi Minh Hang. (2011). Developing problem-solving skills for preschool students through experiential activities. Journal of Education and Development, 21, 54-58.
Savery, J. R. (2017). Overview of problem-based learning: Definitions and distinctions. The Interdisciplinary Journal of Problem-Based Learning, 11(2), 9-22.
Other articles of the issue
