Innovative new methods. From theory to practice

Abstract

Abstract This article is related about the implementation of an experience based approach when teaching science to preschoolers. The research was done with the idea in mind of "learning by doing" derived from the Child Centered Education theory of Pedagogy. The experimental group was formed of 15 children aged 4-5 years who have been taught about the concept of water circuit in nature by a group of 3rd graders who used the experimental method. The same concept was presented only by the teacher to a control group (N=15). The level of comprehension of the concept was measured to see if there were differences between the two groups. The experimental group scored higher in comprehension, memorisation and practice than the control group. The main focus of the study is to develop an environment where classes are associated by different levels (primary and preschool) so that the older children can teach younger children concepts otherwise hard to understand. Alternative educational groupings could generate a more profound comprehension of difficult subjects. The results of the study encourage the idea of breaking lines between age-groups and subjects. The current generation has found interest in technology development, regardless of age. Also, the older children can use their theory comprehension filters as foundation for teaching structures to younger children. The guided use of technology in the classroom should be the main preoccupation of teachers in order to enhance student performance and love for learning. Such pairing methods can help both teachers and students together. We believe this program can be multiplied in any school.