The Effect of Balanced Learning® Curriculum on Young Children’s Learning of Science
The Effect of Balanced Learning® Curriculum on Young Children’s Learning of Science
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DOI：
10.1007/s10643-019-00985-x
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发表时间：
2019-10
影响因子：
2.7
通讯作者：
Mesut Saçkes;K. C. Trundle;Maria Shaheen
中科院分区：
文献类型：
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作者：
Mesut Saçkes;K. C. Trundle;Maria Shaheen
本研究的目的是检验樱草花®平衡学习®课程对幼儿科学成绩的影响。本研究的样本包括158名就读于两所私立幼儿园的儿童。本研究采用单组测试前后设计。在实施樱草花®平衡学习®课程之前和之后，对孩子们进行了测试，以评估他们的科学表现。在课程实施之前，对儿童学习科学的兴趣进行了评估。结果表明，观察到的儿童科学成绩从评估前到评估后的变化是实质性的，对应于大约中等效应量。尽管男女学生在科学成绩上都有进步，但女生的进步更大。男孩和女孩对学习科学的兴趣没有差异，但学龄前儿童无论性别都比他们的同龄人更有可能表现出对学习科学的更高兴趣。该课程开发工作的初步结果表明，基于平衡学习观的系统教学框架具有促进幼儿科学学习的潜力。
The purpose of this study was to examine the effect of the Primrose®Balanced Learning®Curriculum on young children’s science performances. The sample of this study included 158 children attending two private preschools. The study utilized a single group pre-post-test design. The children were tested before and immediately after the implementation of the Primrose®Balanced Learning®Curriculum to assess their science performances. Children’s interest in learning science was assessed before the implementation of the curriculum. The results demonstrated that the observed change in children’s science scores from pre to post assessment was substantial, corresponding to about a medium effect size. Although both sexes made progress in their science performance, the girls made greater gains. Boys and girls did not differ in their interest in learning science, but prekindergartners regardless of their sex were more likely to demonstrate higher interest in learning science than their younger peers. The preliminary findings of this curriculum development effort suggest that the systematic instructional framework based on a balanced learning view has potential to promote young children’s learning of science.