SCIENCING ACTIVITIES AND SCIENTIFIC SKILLS OF CHILDREN AT PRE-PRIMARY LEVEL IN NIGERIA

Year 2021, Volume: 10 Issue: 1, 106 - 118, 30.06.2021

Eileen Oluwakemi Akıntemı Esther Abiola Oduolowu

Abstract

Science is taught at the pre-primary level to foster scientific skills, essential for learning science at other levels of education. There is evidence that children are deficient in the scientific skills of observation, classification, communication, measurement, prediction and inference. This problem has been attributed to teachers’ non-use of sciencing activities for children. This study was, therefore, carried out to determine the effects of sciencing activities (formal and informal) on pre-primary school children’s scientific skills in Ibadan, Nigeria. The pretest-posttest control group quasi-experimental design was adopted. Three public primary schools were purposively selected from three Local Government Areas in Ibadan, Nigeria. An intact pre-primary class was used from each school, and randomly assigned to Formal Sciencing (17), Informal Sciencing (19) and Control (24) groups. Science Process Skills Rating Scale (r=.73) was used to measure the scientific skills of children before and after exposure to sciencing activities. Data was analysed using descriptive statistics, Analysis of covariance and Scheffe post-hoc test. There were significant main effects of treatment on children’s scientific skills (F(2, 57)=47.72; partial ῆ2=.65). Among the recommendations made was that sciencing activities should be adopted by pre-primary teachers to foster scientific skills of pre-primary school children.

Keywords

Sciencing activities, formal and informal sciencing activities, pre primary science, scientific skills.

References

• Andiema, N. C. (2016). Effect of child centered methods on teaching and learning of science activities in pre-schools in Kenya. Journal of Education and Practice, 7(27), 222-288.
• Association for Childhood Education International (2012). Ten pillars of a good childhood. August 6, 2017 retrieved from https://acei.org/decade-for-childhood.html
• Aydin, G. (2020). The effects of guided inquiry-based learning implementations on 4th grades students and elementary teachers: A case study. Elementary Education Online, 19(3), 1155-1184.
• Browne, K. W., & Gordon A. M. (2009). To teach well: An early childhood practicum guide. Upper-Saddle River, New Jersey: Pearson Education.
• Chidiebere, D. B. (2008). The effects of problem-solving strategy and lecture method on socio-cultural beliefs hindering science learning at the junior secondary school in FCT Abuja (Doctoral dissertation), Ahmadu Bello University, Zaria.
• Cohen, L, Manion, L., & Morrison, K. (2007). Research methods in education. 6th Edition. London: Routledge. p. 276-278.
• Colgrove, A. (2012). Approaches to teaching young children science concepts, vocabulary and scientific problem-solving skills and role of classroom environment. January 01, 2021 retrieved from https://digitalcommons.unl.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1157&context=cehsdiss
• Duda, H., Susilo, H., & Newcombe, P. (2019). Enhancing different ethnicity science process skills: problem-based learning through practicum and authentic assessment. International Journal of Instruction 12(1), 1207-1222.
• Durham, J. (2017). Science process skills. Retrieved (August 26, 2020) from https://inventorsoftomorrow.com/2017/01/19/science-process-skills/
• Federal Republic of Nigeria [FRN] (2013). National policy on education. 6th Edition. NERDC, Lagos.
• Githinji, A. W. (2011). Pre-School children’s performance in prediction and hypothesizing: A study of Isinya and Ngong divisions of Kajiado district, Kenya. Retrieved (September 1, 2020) from https://ir library.ku.ac.ke/handle/123456789/1817
• Haque, N., Nasrin, S., Yesmin, M., & Biswas, M. (2013). Universal primary education: a comparative study. American Journal of Educational Research, 1(1), 31-36.
• Harlen, W. (2014). Helping children’s development of inquiry skills. Inquiry in Primary Science Education, 1(1), 5-19.
• Hernawati, D., Amin, M., Irawati, H., Indriwati E., & Omar, N. (2018). The effectiveness of scientific approach using encyclopedia as learning materials in improving students’ science process skills in science. Journal Pendidikan IPA Indonesia (JPII), 7(3), 266-272.
• Ihejiamazu, C., Neji, H., & Isaac, A. (2020). Correlates of Science Process Skills Knowledge among Senior Secondary II Biology Students in Cross River State, Nigeria. European Journal of Scientific Research, 155(3), 346-355.
• Legoria, M. F. (2012). An exploratory study of informal science learning by children ages 2-12 years at selected US children’s garden. (LSU Doctoral Dissertations). Louisiana State University, US. December 30, 2020 retrieved from https://digitalcommons.lsu.edu/cgi/viewcontent.cgi?article=4578&context=gradschool_dissertations
• Lind, K. (1999). Dialogue on early childhood science, mathematics and technology education: Science in early childhood developing and acquiring fundamental concepts and skills. May 27, 2016 retrieved from http:// www.project2061.org/publications/earlychildonline/experience/lind.htm
• Luykx, A., Lee, O., Mahotiere, M., Lester, B., & Deaktor, R. (2007). Cultural and home language influences on children’s responses to science assessments. Teachers College Record, 109(4), 879-926.
• Martin, D. J. (2001). Constructing early childhood science. Albany, NY: Delmar Thomson Learning.
• Mayesky, M. (1990). Creative activities for young children (4th ed). Albany, N.Y: Delmar Publishers.
• Murphy, C., Smith, G., & Broderick, N. (2019). A starting point: Provide children opportunities to engage with scientific inquiry and nature of science. Research in Science Education. April 4, 2021 retrieved from www.link.springer.com/content/pdf/10.1007/s11165-019-98250.pdf
• Neuman, D. (1972). Sciencing for young children. Ideas that work with young children. K. R. Baker (ed), ideas that work with young children. National Association for the Education of Young Children Washington, DC
• Newton, L. D., & Newton, D. P. (2012). Primary children’s conceptions of science and the scientist: is the impact of a national curriculum breaking down the stereotype? International Journal of Science Education, 20(9), 1137-1149.
• Nigerian Educational Research and Development Council [NERDC]. (2013). One year pre-primary school education curriculum. https://nerdc.org.ng/eCurriculum/
• Oduolowu, E., & Akintemi E., (2017a). Analysis of science teaching practices of pre-primary teachers and children in Ibadan, Oyo State, Nigeria. A paper presented at the ToyinFalola International Conference in Africa and the African Diaspora (TOPAC) in conjuction with Adeyemi College of Education, Ondo, Nigeria. 3rd-5th July, 2017.
• Oduolowu, E., & Akintemi, E., (2017b). Assessment of pre-primary science learning environment and pre-primary school children’s performance in science process skills in Ibadan, Nigeria. A paper presented at the Aga Khan University Institute for Human Development Conference on Early Childhood Development Nov 7-9, 2017 at Der es Salaam, Tanzania.
• Padilla, M. J. (1990). The science process skills. Research matters-To the science teacher, No. 9004. Reston, VA: National Association for Research in Science Teaching (NARST). http://www.narst.org/publications/research/skill.cfm
• Raymond, C. (2015). Professional development and family engagement program year one evaluation report. Raymond Consulting, Inc.
• Soete, L., Schneegans, S., Eröcal, D., Angathevar, B., & Rasiah, R. (2015). UNESCO science report: Towards 2030 – Executive summary. UNESCO Digital Library. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000235407
• Seefeldt, C., & Galper, A. (2007). “Sciencing” and young children. Early Childhood Today, 21(7), 12-13.
• Seefeldt, C., & Galper, A. (2017). Professional development: “Sciencing” and young children. Retrieved May 6, 2017 from https://www.scholastic.com/teachers/articles/teaching-content/professional-development-quotsciencingquot-and-young-children/
• Shrooti, S. (2011). Individual difference and educational implications-thinking intelligence and attitude. Retrieved Dec 31, 2020 from https://www.slideshare.net/Shrootishah/individual-differences-28706183
• Simsar, A. (2013). Turkish students’ attitudes towards science in early childhood education. (Doctoral dissertation). University of Dayton, US.
• Suryanti, I., Ibrahim, M., & Lede, N. (2018). Process skills approach to develop primary students’ scientific literacy: A case study with low achieving students on water cycle. The Consortium of Asia-Pacific Education Universities (CAPEU). IOP Conf. Series: Materials Science and Engineering 296 (2018) 012030 doi:10.1088/1757-899X/296/1/012030, p. 1-6.1 April, 2021 retrieved from https://iopscience.iop.org/article/10.1088/1757-899X/296/1/012030/pdf
• Universal Basic Education (2010). Manual for the re-training of basic education managers/inspectors and supervisors in Kwara State on UBE 2010. Teacher professional development programmme.
• Yennizar, Z., Eriyam, E., Susanti, W., & Kausari, D. (2020). Application of lesson study with scientific approach: A case study of early childhood education. Journal of Critical Reviews, 7(7), 104-111.
• Yuliskurniawati, I., Noviyanti, N., Mukti, W., Mahanal, S., & Zubaidah, S. (2019). Science process skills based on genders of high school students. June 2019 Journal of Physics Conference Series 1241:012055 DOI: 10.1088/1742 6596/1241/1/012055. 4 April, 2021 retrieved from https://iopscience.iop.org/article/10.1088/1742-6596/1241/1/012055/meta