Teacher Strategies for Introducing Life Science Concepts to Early Childhood Learners through the Green School Program
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Abstract
Purpose – Existing literature on green schools in early childhood education mainly concentrates on the way it encourages environmental values among children. Few studies have examined how teachers use green school activities to introduce life science concepts to children aged 5–6 years. The current study examines how teachers combine both objectives in their teaching practice.
Methods – Qualitative case study method was used in this study in TK Islam Al Azhar 13, East Jakarta. Participants were seven teachers, one school principal, and three Group B classes (ages 5–6) observed over about 1.5 months. Data were collected through interviews, observations, and documentation. Credibility was supported through source and technique triangulation and member checking.
Findings – Two major strategies were used by teachers to teach life science. One emphasizes outdoor activities like planting seeds, measuring the growth of plants, watering, feeding fish, and maintaining the environment. The other emphasizes activities in the Learning Resource Center, where children observe the leaves using a microscope, read storybooks and share experiences. Both strategies integrate direct observation and active participation in learning. Teachers showed good practical knowledge and communicated ideas well. Teachers used guiding questions during several activities; these can be planned more systematically across activities.
Research Implications – These activities can be enriched by preparing guiding questions, including relevant concepts in lesson plans, documenting children’s performance, and sequencing the activities in an organized way. Even though "green school" is an opportunity for children to learn about life science, its success depends on the involvement of teachers to guide them. Since this research study was carried out in one school without evaluating children’s comprehension of life science, the scope of this study is limited.
Keywords
- green school
- life science
- early childhood science
- scientific inquiry
- teacher strategies
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