Building Science Learning Environments Based on Real-World Experiences and Nature for Preschool Children
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| Title: | Building Science Learning Environments Based on Real-World Experiences and Nature for Preschool Children |
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| Language: | English |
| Authors: | Tiep Pham Quang (ORCID |
| Source: | International Journal of Research in Education and Science. 2026 12(1):192-203. |
| Availability: | International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Preschool Children, Science Instruction, Experiential Learning, Physical Environment, Foreign Countries, Preschool Education, Kindergarten, Instructional Effectiveness |
| Geographic Terms: | Vietnam |
| ISSN: | 2148-9955 |
| Abstract: | Early childhood science education has gained increasing recognition as a critical foundation for developing scientific literacy and environmental consciousness. This study investigates the development and implementation of science learning environments based on real-world experiences and nature for preschool children aged 3-6 years in Vietnamese educational contexts. Using a mixed-method approach, we conducted comprehensive research involving 186 participants across 15 kindergartens in three major regions of Vietnam, including structured observations, surveys, and in-depth interviews with educators, parents, and educational experts. Results demonstrate that nature-based science learning environments significantly enhance children's scientific inquiry skills, environmental awareness, and overall cognitive development compared to traditional classroom-based approaches. Children participating in nature-based programs showed 34.7% improvement in scientific observation skills, 28.3% increase in environmental awareness, and 31.2% enhancement in collaborative problem-solving abilities. The main contribution of this research is the development of the "Nature-Integrated Science Learning Environment Model for Vietnamese Preschoolers (NISLE-VN)" with 4 core pillars, specific operational procedures, and implementation conditions suitable for tropical climate, biodiversity, and Vietnamese cultural characteristics. Policy recommendations focus on implementing the NISLEVN model as a national pilot program, establishing standards and specialized teacher training programs, creating support networks and financial funds for model replication. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494342 |
| Database: | ERIC |
| Abstract: | Early childhood science education has gained increasing recognition as a critical foundation for developing scientific literacy and environmental consciousness. This study investigates the development and implementation of science learning environments based on real-world experiences and nature for preschool children aged 3-6 years in Vietnamese educational contexts. Using a mixed-method approach, we conducted comprehensive research involving 186 participants across 15 kindergartens in three major regions of Vietnam, including structured observations, surveys, and in-depth interviews with educators, parents, and educational experts. Results demonstrate that nature-based science learning environments significantly enhance children's scientific inquiry skills, environmental awareness, and overall cognitive development compared to traditional classroom-based approaches. Children participating in nature-based programs showed 34.7% improvement in scientific observation skills, 28.3% increase in environmental awareness, and 31.2% enhancement in collaborative problem-solving abilities. The main contribution of this research is the development of the "Nature-Integrated Science Learning Environment Model for Vietnamese Preschoolers (NISLE-VN)" with 4 core pillars, specific operational procedures, and implementation conditions suitable for tropical climate, biodiversity, and Vietnamese cultural characteristics. Policy recommendations focus on implementing the NISLEVN model as a national pilot program, establishing standards and specialized teacher training programs, creating support networks and financial funds for model replication. |
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| ISSN: | 2148-9955 |
