Author Information
Rachel Takriti, United Arab Emirates University, United Arab EmiratesLeanne Shay, United Arab Emirates University, United Arab Emirates
Abstract
Young children can face a substantial shift from play-based learning in the early years of school to more structured learning as they move into higher school years/grades. This can lead to difficulties for young children as they have not been encouraged to use the scientific reasoning and critical thinking skills required to facilitate learning in areas such as Science Technology Engineering and Mathematics (STEM). This issue can be compounded by additional factors such as diverse language classrooms often found in international educational contexts. This study examined how structured STEM tasks with guided questions can improve critical thinking and scientific reasoning in 5- to 6-year-old children studying at a UK National Curriculum international school in the United Arab Emirates. Pupils were randomly assigned to either an intervention or control group, where they undertook STEM tasks over a four-week period, completing a pre and post-test. The intervention group received guided questioning during LEGO-based seesaw and marble maze tasks, whilst the control group completed the same tasks without such guidance. The intervention group showed increased engagement, persistence, reflection, and problem-solving, demonstrating the transforming power of adult-facilitated questioning in early STEM learning. The findings suggest that guided STEM tasks can help to bridge the EYFS-to-Year 1 (Pre-KG to KG2) transition particularly in international educational contexts, supporting structured inquiry in early STEM competency development.
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