Inquiry in Early Childhood teachers’ Education. Water transfer as a research problem

Abstract

There is a wide consensus regarding the importance of starting Science Education in the first levels of education and the need of a specific education for teachers. In this context, an educational activity addressing Early Childhood Education Degree students and their productions were analysed. Twenty groups of four people were challenged with an inquiry experience using water as topic. Specifically, they had to assess which material (sponge, thread, plastic...) did better transfer water from one recipient to another. The group had to identify the concepts and skills that this activity could teach and suggest a lesson that developed inquiry in 6th year of Early Childhood Education. Participants’ written projects were analysed using specific dossiers attending the inquiry. Groups of participants in the educational activity used adequate inquiry skills and supported the conclusion using results and, in some cases, a simple theoretical model. Moreover, they identified concepts and skills this activity enabled to teach/learn; however, students had difficulties to design detailed interventions addressing Early Childhood Education. In general, the ability to design interventions was poorer than the ability to response to the research experience themselves. Finally, the implications of the results in teacher’s education are discussed.