Improving science skills by practicing geometry and measurement in Kindergarten

Abstract

ABSTRACTNumeracy indicates number sense, measurement and geometry but is most often connected to number sense only. Since the domains of geometry and measurement are strongly connected to becoming skilful in science an intervention was carried out to improve children’s science skills through measuring and geometry activities and enhance both their numeracy and science skills. Forty 6 year-old’s from 10 Kindergartens and their teachers participated. Three conditions had specially developed activities to elicit practicing measuring and geometry skills for 10 min at a time in small groups during 12 weeks. Condition 1 also offered personal feedback to the teachers every two weeks; condition 2 included monthly professional meetings; condition 3 only had the special developed activities; condition 4 served as control condition. The results revealed significant improvements with regard to numeracy and science skills. Concerns regarding types of interventions to enhance teachers skills to guide small group work are discussed.