Preschool teachers’ views on scientific inquiry and their use of science teaching opportunities

Abstract

This study explores preschool teachers’ views on scientific inquiry and their utilization of science teaching opportunities. Scientific inquiry and science education play a crucial role in fostering children’s cognitive development, problem-solving skills, and curiosity. Teachers’ pedagogical competencies and engagement with scientific inquiry significantly impact the effectiveness of early science education. Using an embedded mixed-method design, the study collected data from 60 preschool teachers through the online Views About Scientific Inquiry (VASI) Scale, 12 preschool teachers through Science Walk Interviews. The findings reveal that while most teachers possess informed perspectives on scientific inquiry, some hold naïve or mixed understandings in specific areas. Teachers recognize the importance of science education in preschool settings but face challenges such as limited resources, restricted access to outdoor learning environments, and insufficient training in scientific inquiry methods. The study emphasizes the need for targeted professional development, improved access to science teaching materials, and strategies for integrating science into daily learning experiences. By addressing these challenges, preschool education can foster scientific thinking and inquiry skills, providing a strong foundation for lifelong learning.