Abstract
Contemporary early childhood research investigates ways of extending children’s scientific understanding and knowing in the world around them. The current study followed an innovative approach, adopting the design thinking model of IDEO to promote and deepen children’s scientific thinking and understanding of the ‘water cycle’. Digital technologies such as concept map software, simulations, interactive whiteboard and others, were also successfully integrated and played a significant role in the whole process. A total of 61 children from three Greek kindergartens participated in the study (33 boys and 28 girls) and their mean age was 5.2 years. Teachers’ diaries of the activities following the IDEO phases, digital recordings of children’s responses, drawings and concept maps were utilised for the documentation of the teaching intervention. The results revealed that the IDEO model was very helpful and contributed to reaching positive learning outcomes. Children were active participants throughout the intervention and their scientific knowledge was enhanced. Future research with a design thinking framework in exploring science in early childhood education settings is strongly recommended by also successfully integrating digital tools.
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Chatzigeorgiadou, S., Hatzigianni, M., Ratkidou, F., Toziou, S. (2022). Design Thinking and Digital Technologies in the Exploration of Science in Early Childhood Education. In: Papadakis, S., Kalogiannakis, M. (eds) STEM, Robotics, Mobile Apps in Early Childhood and Primary Education. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-19-0568-1_8
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