Young children’s questions about science topics when situated in a natural outdoor environment: a qualitative study from kindergarten and primary school.

The study explores what characterises the contexts in which children in kindergarten and primary school ask the teacher questions about science topics in an outdoor environment. The research questions are: 1) What characterises the children's questions about science topics posed to the teacher in a natural outdoor environment? 2) What contexts promote children's questions about subject matter in a natural outdoor environment?

The results show that while kindergarten children's scientific questions mainly concerned subject matter (74-95%), the schoolchildren more often asked practical questions. The findings indicate that activities that give children the opportunity to explore different elements of nature raise academic questions. Children ask questions to get factual information and first-hand experiences, but rarely ask questions at a higher cognitive level. When the teacher answers the children's basic questions, the answers promote further reflections at a higher cognitive level.

Children and kindergarten teachers/school teachers from two Norwegian kindergartens and six primary schools from Year 2 to Year 4 were observed while addressing science topics during an outdoor session. The kindergarten teachers/school teachers determined the goals, planned, and carried out the session. Conversations between children and adults were recorded using a camera and an audio recorder attached to the adult's chest.

Skalstad, I. & Munkebye, E. (2021). "Young children’s questions about science topics when situated in a natural outdoor environment: a qualitative study from kindergarten and primary school". International Journal of Science Education, 43(7):1017-1035.