Story telling as a methodology to teach science to young children

Abstract

Young children learn through informal ways and many teachers use games and stories as common teaching strategies. Young children find it easier to understand new concepts through contexts. Research with young children (Gatt et al., 2007, 2008) shows that they lack knowledge of animals and plants and their basic properties. The aim of this dissertation is to promote young children's learning about animals and plants by developing a teaching methodology using storytelling to help children in the early years. A methodological framework based on storytelling leading to inquiry-based learning, involves the development of five lessons for Year 2 primary level children and trialling them out to evaluate their effectiveness. Results show that problem-solving situations set within a story is an ideal method to arouse curiosity and inquiry in young children and lead to hands-on investigations with animals and plants.