The Role of Teachers in, and the Importance of, Self-Discovery for Developing Science Process Skills
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| Title: | The Role of Teachers in, and the Importance of, Self-Discovery for Developing Science Process Skills |
|---|---|
| Language: | English |
| Authors: | Iskender Gelir (ORCID |
| Source: | Early Years: An International Journal of Research and Development. 2026 46(1):130-145. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Teacher Role, Science Process Skills, Hands on Science, Field Trips, Relevance (Education), Foreign Countries, Science Education, Inquiry, Child Care Centers, Plants (Botany), Discovery Learning |
| Geographic Terms: | Oman |
| DOI: | 10.1080/09575146.2025.2496224 |
| ISSN: | 0957-5146 1472-4421 |
| Abstract: | This study reports findings from a research project aimed at teaching young children about the growth of palm trees and the climatic conditions necessary for dates to ripen. Grounded in sociocultural theories, which posit that science learning among children is a collective achievement fostered through interactions with adults, this study seeks to illuminate how these interactions can facilitate a deeper understanding of scientific concepts. Utilizing a qualitative research paradigm, this study employs participant observation and video recording as primary data collection methods. Throughout the project, sixteen children engaged in hands-on activities and field trips that provided real-world contexts for learning. Data analysis was conducted using a multimodal approach, examining not only verbal interactions but also non-verbal cues, activities, and the collaborative dynamics between children and adult facilitators. The findings highlight the significant role adults play in nurturing children's science process skills, demonstrating that structured guidance can enhance observational and predictive capabilities. Moreover, the research underscores the importance of children's self-discovery in science learning and their multimodal engagement in related activities, revealing that effective educational practices foster a rich learning environment that supports both individual exploration and collaborative learning. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503142 |
| Database: | ERIC |
| Abstract: | This study reports findings from a research project aimed at teaching young children about the growth of palm trees and the climatic conditions necessary for dates to ripen. Grounded in sociocultural theories, which posit that science learning among children is a collective achievement fostered through interactions with adults, this study seeks to illuminate how these interactions can facilitate a deeper understanding of scientific concepts. Utilizing a qualitative research paradigm, this study employs participant observation and video recording as primary data collection methods. Throughout the project, sixteen children engaged in hands-on activities and field trips that provided real-world contexts for learning. Data analysis was conducted using a multimodal approach, examining not only verbal interactions but also non-verbal cues, activities, and the collaborative dynamics between children and adult facilitators. The findings highlight the significant role adults play in nurturing children's science process skills, demonstrating that structured guidance can enhance observational and predictive capabilities. Moreover, the research underscores the importance of children's self-discovery in science learning and their multimodal engagement in related activities, revealing that effective educational practices foster a rich learning environment that supports both individual exploration and collaborative learning. |
|---|---|
| ISSN: | 0957-5146 1472-4421 |
| DOI: | 10.1080/09575146.2025.2496224 |
