There is a severe shortcoming in science programs in kindergartens in Saudi Arabia. Therefore, this paper presents a conceptual framework for teaching physics concepts to kindergartens to contribute to the consolidation of scientific knowledge by stimulating the skills of inquiry, problem-solving and scientific thinking among children. The…

Cognitive style differences, also known as 'empathizing' and 'systemizing' have been argued as one reason that may explain differences in children's motivation to learn science. Researchers claim that people with a 'systemizing' cognitive style are likelier to engage in science than those with an 'empathizing' cognitive style. As such, they…

This study was aimed to calculate teachers' effective use of time in scientific inquiry lessons. The research was designed as a case study. The study group of the research consists of 5 pre-school teachers determined by the convenient sampling method. Before the study, the participants were taken in-service training program on scientific inquiry.…

This study examines changes in kindergarten students' understanding of energy after participating in a series of lessons developed using an inquiry-based early childhood science teaching model: Research-based Inquiry Physics Experiences (RIPE). The lessons addressed where objects get their energy and what they use their energy to do, and how…

This study reports changes in kindergarten students' understanding of magnets after participating in a series of hands-on, inquiry-based lessons. The lessons focused on the dipole nature of magnets and employed a visual representation of a magnet as an arrow for the kindergarten students. This dipole model was used to describe how magnets interact…

This study examines the development of mental models of air by kindergarten students after completing a series of hands-on, inquiry-based science lessons. The lessons focused on two properties of air: (1) that air takes up space and (2) that it is made of particles ("balls of air"). The students were interviewed about their ideas of air and about…

The purpose of this article is to present various techniques that will engage young children, ages 3-8, in learning science and mathematics. Children actively engage in acquiring basic science and mathematics concepts as they explore their environment. The methods presented are intended to meet the developmental levels of young learners as they…