A learning progression for the development of scientific observation in preschool

Abstract

We present a preschool-level progression model for the development of scientific observation. To establish progression, we use five components: learning objectives, progress variables, levels of progress, learning performances, and assessments. Based on the progress variables to compare, record, and describe, as well as their subvariables, we establish three levels of progress: perceptive, intermediate, and scientific observation. The empirical data used to structure the progression came from an activity in which two cherry tomato seeds were compared, recorded, and described. We examine these productions using content analysis. The results show that the progress variables evolve and that the subvariables advance in a heterogeneous manner. We discovered that when activities focused on this objective are designed and the teacher promotes interaction with the observed object using appropriate didactic material, the description can be a platform to promote the development of scientific observation.

Keywords
Scientific observation; Science skills; Learning progression; Preschool; Plants