Author Information
Yada Chosungnoen, Udon Thani Rajabhat University, ThailandAbstract
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.
Paper Information
Conference: ACSS2024Stream: Teaching and Learning
This paper is part of the ACSS2024 Conference Proceedings (View)
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To cite this article:
Chosungnoen Y. (2024) Experiential Learning Through Play and Science: Enhancing Science Process Skills in Early Childhood Teacher Students ISSN: 2186-2303 – The Asian Conference on the Social Sciences 2024: Official Conference Proceedings (pp. 779-792) https://doi.org/10.22492/issn.2186-2303.2024.66
To link to this article: https://doi.org/10.22492/issn.2186-2303.2024.66
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