The Effect of Early Childhood Science Education Class Based on Kolb’s Experiential Learning Theory on The Pre-service Early Childhood Teacher’s Science Knowledge, Science Attitude, and Science Teaching Efficacy

Abstract

The purpose of this study was to analyze changes in the science knowledge, science attitude, and science teaching efficacy of pre-service early childhood teachers through early childhood science education classes based on Kolb’s experiential learning theory. To this end, 21 pre-service early childhood teachers who took early childhood science education courses were provided for 15 weeks based on Kolb’s experiential learning theory. The results of the study had a positive impact on science knowledge, science attitude, science teaching efficacy of total and sub-factor. These results suggest that early childhood science education classes based on Kolb’s experiential learning theory are an effective method of early childhood science teacher education