Abstract
This study is to compare learning outcomes of young children who learn science through interactive construction and those who learn science through didactic teaching. Four classes in three kindergartens were recruited. Two of them were in the experimental group and the others were in the control group. After the experiment, all children were assessed individually using a test of biology knowledge. Children in class A of the experimental group performed significantly better than both classes in the control group.
Teacher-child discourse were collected and analyzed. Teacher A usually posed investigable questions and encouraged children to share their ideas, investigation procedures, and results. During the entire class time, Teacher A usually discussed questions carefully and focused children’s thinking on the key points they needed to pursue in successfully understanding biology concepts. Therefore, children of that class understood biology concepts better than any children of the control group.
| Keywords: | young children; construction; science education |
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