Active methodologies and Science teaching in early childhood education

Abstract

To implement active methodologies focused on reflection on the teaching of science in Early Childhood/ Nursery Education. From a qualitative approach, work was carried out on an action-research initiative with 54 third-year students in the field of pre-school education. Reflection levels were used based on the Ryan model (2013). The students report initial levels of reflection and an important advance in the appreciation of their own experiences and the capacity to modify their environment based on the recognition of their own questions about how the natural, social and cultural world works. Systematic critical reflection constitutes a challenge in current initial teacher training. The role of reflection on the teaching of science in preschool education is highlighted, as part of the competencies of the educator in training, using active methodologies such as action-research and collaborative work. The students assign a significant value to science teaching from research in the classroom and learning by doing.