Development of PjBL Module for Preschool Science Teachers in China

Abstract

This research aims to design and develop project-based learning (PjBL) modules suitable for early science education in China to meet the current challenges in science education. Guided by constructivist theory and the 4-D model, this research focuses on the development and implementation of project-based learning (PjBL) modules for early science in Chinese preschools. The research aimed to develop children's critical thinking and cooperative skills through cooperative and inquiry-based activities. Drawing on the developmental theories of Piaget and Vygotsky, the research combined hands-on projects and cooperative learning to create a systematic framework for project-based early science education tailored to children.The 4-D model provided a systematic approach that included definition, design, development, and dissemination phases. Pilot research involving six children demonstrated the effectiveness of the module in promoting critical thinking and cooperative skills. Quantitative and qualitative analyses highlighted significant limitations in critical thinking, problem solving, communication and teamwork. Future exploration of the module's effectiveness in other disciplines and its impact on teacher professional development is recommended. This research contributes to the growing PjBL knowledge base and provides practical insights for enhancing preschool education through innovative teaching strategies.