3Hs Education: Examining hands-on, heads-on and hearts-on early childhood science education

Research
Title3Hs Education: Examining hands-on, heads-on and hearts-on early childhood science education
Publication TypeJournal Article
Year of Publication2015
AuthorsInan, HZeynep, Inan, T
JournalInternational Journal of Science Education
Volume37
Issue12
Pagination1974 - 1991
Date Published2015/08/13/
ISBN Number0950-0693
Keywordsearly childhood education, Hands-on (active engagement), Heads-on (inquiry based), Hearts-on (interest based), No full text, Science
AbstractActive engagement has become the focus of many early childhood science education curricula and standards. However, active engagement usually emphasizes getting children engaged with science solely through hands-on activities. Active engagement by way of hands, heads, and hearts are kept separate and rarely discussed in terms of getting all to work together, although inquiry-based education and student interest have been accepted as important in science education. The current study is an inquiry-based research. It aims to describe and examine projects and activity stations for preschoolers in a Turkish preschool classroom bringing together the pieces of the puzzle of science education, called here ‘Hands–Heads–Hearts-on Science Education'. The study, conducted from a qualitative-interpretivist paradigm, reveals that activity stations and projects create a context for hands-on (active engagement), heads-on (inquiry based or mental-engagement), and hearts-on (interest based) science education. It is found that activity stations and projects, when maintained by appropriate teacher-support, create a playful context in which children can be actively and happily engaged in science-related inquiry.
URLhttp://dx.doi.org/10.1080/09500693.2015.1060369