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Four boxes addressed magnetism and buoyancy, separation of substances, weighing objects, and investigating substances. Twenty children aged four to five participated over four weeks, with ten exploring via photo-type instructional cards. Comparative results showed improved content knowledge and stronger science process skills, including classifying, ordering, and weighing, with increasing autonomy across task sets.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-development-of-science-process-skills-and-content-knowledge-with-inquiry-boxes-in-early-childhood-education/599498/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-development-of-science-process-skills-and-content-knowledge-with-inquiry-boxes-in-early-childhood-education/599498.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What learning approach does the paper investigate for preschool science?","Question",{"text":111,"@type":112},"It investigates inquiry-based learning using themed inquiry boxes to support preschool children in learning science through guided exploration.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How was the study conducted and for how long?",{"text":116,"@type":112},"Twenty children aged four to five were involved; ten children in the experimental group used photo-type instructions on instructional cards over a four-week period.",{"name":118,"@type":109,"acceptedAnswer":119},"What improvements were observed in the experimental group?",{"text":120,"@type":112},"The experimental group showed progress in both content knowledge and more developed science process skills, including classifying, ordering, and weighing.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},599498,1792088883,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Received: 28 March 2023, Accepted: 8 September 2023,  \nPublished on-line as Recently Accepted Paper: November 2023  \nDOI: [https://doi.org/10.26529/cepsj.1631](https://doi.org/10.26529/cepsj.1631)  \nThe Development of Science Process Skills and Content Knowledge with Inquiry Boxes in Early Childhood Education  \nNika Golob*1 and Vanja Ungar2  \n• This paper aims to investigate the systematic use of an inquiry-based learning approach in science by using inquiry boxes for preschool children. We prepared four thematic inquiry boxes for the areas of magnetism and buoyancy, separation of substances, weighing objects, and the investigation of substances. The research sample consisted of twenty children aged four to five years. Ten children from the experimental group explored the material using the photo-type instructions on the instructional cards over a period of four weeks. Comparative test results for the control group children show that the experimental group children progressed both in content knowledge and in better-developed science process skills. We find that children develop autonomy in science process skills such as classifying, ordering, and weighing through prepared and guided inquiry with the help of the inquiry boxes. In doing so, children show increasing autonomy within each set of tasks that develop the chosen science process skill. In this manner, science practices with inquiry boxes allow children to build on science content knowledge. They can apply the skills they have learned through inquiry boxes to new knowledge instead of teaching science processes as isolated skills. This approach of individually guided inquiry by children using thematic inquiry boxes is therefore recommended as a proven didactic tool for developing science process skills and content knowledge.  \nKeywords: development of science process skills, inquiry boxes, content knowledge, early childhood education  \n1 *Corresponding Author. Faculty of Education, University of Maribor, Slovenia; [nika.golob@um.si](nika.golob@um.si).  \n2 Blaže in Nežica Kindergarten/Vrtec Blaže in Nežica, Slovenska Bistrica, Slovenia.  \n250 the development of science process skills and of content knowledge with ...  \nRazvijanje spretnosti naravoslovnih postopkov in vsebinskega znanja z raziskovalnimi škatlami vpredšolskem izobraževanju  \nNika Golob in Vanja Ungar  \n• Namen članka je raziskati sistematično uporabo raziskovalnega učenja v naravoslovju z uporabo raziskovalnih škatel za predšolske otroke. Pripravili smo štiri tematske raziskovalne škatle s področij magnetizma in vzgona, ločevanja snovi, tehtanja predmetov in preučevanja snovi. Raziskovalni vzorec je predstavljal dvajset otrok, starih od 4 do 5 let. Desetotrok iz eksperimentalne skupine je v štirih tednih raziskovalo material iz raziskovalnih škatel s pomočjo slikovno-fotografskih navodil na delovnih karticah. Rezultati primerjalnih testov za otroke iz kontrolne skupine kažejo, da so otroci iz eksperimentalne skupine napredovali v vsebinskem znanju in tudi v bolje razvitih spretnostih naravoslovnihpostopkov. Ugotavljamo, da otroci s pomočjo pripravljenega in vodenega raziskovanja z raziskovalnimi škatlami razvijajo samostojnost prispretnostih naravoslovnih postopkov, kot so: razvrščanje, urejanje in tehtanje. Pri tem otroci kažejo vedno večjo samostojnost v vsakem sklopu nalog. Naravoslovna dejavnost z raziskovalnimi škatlami otrokomomogoča nadgradnjo znanja naravoslovnih vsebin. Spretnosti, ki so se jih naučili s pomočjo raziskovalnih škatel, lahko uporabijo kot novoznanje, na novem primeru, namesto da bi naravoslovne postopke urili kot izolirane spretnosti. Pristop individualno vodenega raziskovanja otrok z uporabo tematskih raziskovalnih škatel je tako priporočljivo in preizkušeno didaktično orodje za razvijanje spretnosti naravoslovnihpostopkov in vsebinskega znanja.  \nKljučne besede: razvoj spretnosti naravoslovnih postopkov, raziskovalne škatle, vsebinsko znanje, predšolsko izobraževanje  \nIntroduction ","cbCaivknVpDvyHbe","https://ap.wps.com/l/cbCaivknVpDvyHbe","pdf",363703,31,"English","# Introduction\n## Inquiry-based education and knowledge transfer\n## Science process skills across ages","[{\"question\":\"What learning approach does the paper investigate for preschool science?\",\"answer\":\"It investigates inquiry-based learning using themed inquiry boxes to support preschool children in learning science through guided exploration.\"},{\"question\":\"How was the study conducted and for how long?\",\"answer\":\"Twenty children aged four to five were involved; ten children in the experimental group used photo-type instructions on instructional cards over a four-week period.\"},{\"question\":\"What improvements were observed in the experimental group?\",\"answer\":\"The experimental group showed progress in both content knowledge and more developed science process skills, including classifying, ordering, and weighing.\"}]","The Development of Science Process Skills and Content Knowledge with Inquiry Boxes in Early Childhood Education | PDF",78]