The Effect of Using Learning Activity Packages through the Inquiry-Based Learning Process on Young Children’s Understanding of Scientific Concept
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Abstract
This research aimed to study the effects of using learning activity packages through the inquiry-based learning process on young children’s understanding of scientific concepts.
The target group of 25 young children aged 5-6 years in kindergarten 3. This study employed a quasi-experimental research design. The research instruments included: 1) learning activity packages through the inquiry-based learning process 2) an assessment understanding of scientific concepts for young children comprising 9 scenarios, and 3) a teacher interview form regarding opinions on the learning activity packages through the inquiry-based learning process on young children’s understanding of scientific concepts. Data were analyzed using means, standard deviations, and content analysis with descriptive narration.
The results showed that young children who experienced learning activity packages through the inquiry-based learning process demonstrated higher understanding of scientific concepts after the experiment with statistical significance at the 0.05 level. The pre-test mean score was 47.52 (S.D. = 7.07), while the post-test mean score increased to 80.24 (S.D. = 0.99). After the experiment, the children showed enhanced understanding in all three scientific domains: life science, physical science, and earth and space science. They were able to classify, sequence, and explain changes in living things based on specific criteria, group objects, compare sounds, and understand the effects of force on object movement. Furthermore, they could describe the characteristics of soil, water, and the sky during different times and demonstrated appropriate understanding of environmental benefits and care.
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