The Development of an Experiential Learning Model Based on Inquiry and Project-Based Learning to Enhance Science Process Skills for Early Childhood Children

Abstract

The objectives of this research were: 1) to study foundational data for developing an instructional model based on Inquiry-Based Learning and Project-Based Learning (PBL) to enhance scientific process skills for early childhood children; 2) to develop and refine the instructional model; 3) to implement the developed model; and 4) to evaluate the effectiveness of the model. The sample consisted of 20 kindergarten students in Class 2/1, enrolled in the second semester of the 2024 academic year at Anuban Sikhoraphum School, under the Surin Primary Educational Service Area Office 1. The sample was obtained through cluster random sampling. The research instruments included a focus group discussion analysis form, the instructional model, Inquiry-Based and Project-Based activities, lesson plans, a scientific process skills assessment form, and a model evaluation form. Data were analyzed using percentage, mean, standard deviation, and t-test. The research findings were as follows : Results of the foundational data study: 1.1) The foundational data encompassed early childhood instructional guidelines, conceptual frameworks for instructional models, inquiry skills, Project-Based Learning, and scientific process skills.1.2) Regarding the current state of instruction, while learning is child-centered through six core activities, teachers primarily provide step-by-step guidance rather than allowing children to investigate or experiment independently. Science activities often consist of simple demonstrations that do not yet emphasize critical thinking, and some instructional media are age-inappropriate.1.3) Teachers expressed a need for instructional methods with clear procedures that encourage children to investigate, experiment, and conclude results through hands-on practice based on their interests or daily surroundings. Results of the model development: The developed instructional model consists of five components: 1) principles, 2) objectives, 3) a five-stage instructional process (Stage 1: Stimulating Interest; Stage 2: Questioning; Stage 3: Grouping and Inquiry; Stage 4: Knowledge Exchange; and Stage 5: Summarizing Learning), 4) conditions and success factors, and 5) measurement and evaluation. The model was found to be appropriate and feasible at the highest level. Results of the model implementation: 3.1) The instructional model achieved an efficiency of 88.33/86.50, which exceeded the predetermined efficiency criterion of 80/80. 3.2) The scientific process skills of the children after participating in the instructional model were significantly higher than before the experiment at a 0.05 level of statistical significance.Results of the model evaluation: 4.1) Early childhood teachers' opinions toward the instructional model were overall at the highest level. 4.2) Teachers' satisfaction with the instructional model was overall at the highest level.