Fostering Inquiry and Curiousity: Project-Based Learning In Early Chldhood Science Education

Abstract

This study aimed to enhance preschoolers’ scientific skills through the implementation of Project-Based Learning (PjBL). Using a classroom action research design, the intervention was conducted in three stages—pre-cycle, Cycle I, and Cycle II—with a focus on developing five key skills: observing, questioning, predicting, classifying, and communicating. Data were collected through observation and documentation and analyzed descriptively to capture developmental progress across cycles. The findings indicated substantial improvement in children’s engagement and inquiry abilities. The average performance score increased from 2.84 in the pre-cycle to 7.12 in Cycle II, reflecting steady growth in scientific reasoning and curiosity. Children became more confident in formulating questions, expressing predictions, and collaborating with peers. The results confirm that PjBL fosters inquiry-based thinking and supports cognitive, linguistic, and social development in early childhood settings. This research contributes to the understanding of how hands-on, contextualized learning experiences can effectively promote science process skills in young learners and emphasizes the crucial role of teachers as facilitators of inquiry