Teaching Preschool settings : Birth to 5 years
approaches
Discovery-based Teachers set up discovery boxes and
science tables in the learning space.
Therefore, it focuses more on the
learning environment
Play-based As free play time is a significant part in
preschool settings, teachers are
expected to ‘see science’ in children’s
spontaneous play. More material for
spontaneous play and teacher-guided
play can help extending children’s
science knowledge.
Inquiry-based Worth and Grollman's inquiry model is
used.
It is a simple inquiry process where
children are supported to engage and
investigate their learning environment.
Children learn to make sense of their
observation, analyse and present data.
Conceptual change It may not be developmentally
appropriate as it requires higher thinking
skills.
Transmission It is a teacher-centered approach where
it may fails to capture the interest of
young children.
Formal school settings: Foundation to
Year 2
Teachers use guided discovery to influence
children’s science investigation.
Therefore, it focuses more on teacher’s
interaction with children.
Free play time is greatly reduced in formal
school settings. However, teachers can still
use this approach if they notice any
teachable moment for science during
children’s free play.
The 5Es model is used.
Five stages are clearly listed in this model.
Children are expected to engage, explore,
explain, elaborate and evaluate.
This provides children with a more in-
depth learning in science as they construct
science understanding using science
inquiry skills.
The key is to understand children’s prior
knowledge and science understandings,
e.g. example, using thinking book.
Teachers can correct children’s
misconception in certain science
knowledge through providing hand-on
experiences.
This approach is particular helpful and is
used only when hand-on and direct
experience of materials or processes is not
possible to be conducted in class (e.g.
teaching seasons, day and night).