The development of a project-based, technology-enhanced science module to promote social interaction for preschool children through blended learning
DOI:
https://doi.org/10.36681/tused.2025.010Keywords:
Learning module, preschool, project-based learning, science educationAbstract
Early science learning has the potential to enhance children's social interaction development, but a lack of resources in schools requires well-structured activities and a supportive learning environment. In a project aimed at helping children develop an interest in science education from an early age, this describes a Project-Based, Technology-Enhanced Science Module (PTBLM) for preschool children, fostering their interest in science through collaborative activities. This study employs a multi-method design, utilising the ADDIE module based on five phases. In the first phase, the needs analysis phase, nine experienced early childhood education educators were interviewed, and thematic analysis revealed the necessity of developing a science learning module for preschool children. During the second and third phases, the design and development phases, the module content was validated by six different experts, with the Content Validity Index (CVI) indicating unanimous agreement on the module’s design and development (k = 1). In the fourth phase, the implementation phase, an 8-week intervention was conducted with 25 preschool children, and the mean scores showed a significant increase, with post-test scores being higher (m = 66.0) than pre-test scores (m = 33.00). In the final evaluation phase, an educator was interviewed, and content analysis indicated that the learning module was highly positive in enhancing children's social interaction development through engaging science projects. In summary, this learning module provides educators with more opportunities and resources to enhance science education in preschool, thereby expanding children's exposure to the world of science.
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