Analysis of Experimental Research Trends in Science Education for Five-Year-Old Children for Practical Application in the Field

Objectives The purposes of this study were to explore the application of science education for five-year-old children in real-world educational settings by examining trends in experimental research related to early childhood science education. Methods This study focused on 156 dissertations on science education for five-year-old children published between 2008 and 2024, emphasizing preschool-elementary transition education. It analyzed annual trends in experimental research on early childhood science education, including the educational objectives of science education research, the content and teaching-learning methods, the duration of activities, and trends in activity types. Results Research on early childhood science education steadily increased from 2008 to 2019 but showed a declining trend after 2020. The primary goals of science education focused on cognitive development and the enhancement of scientific process skills, with the content primarily covering physical science and life science. Additionally, integrated approaches with other subject areas and nature-friendly methods were frequently utilized as teaching-learning strategies. Science education was conducted twice a week for 8 to 16 weeks in classrooms, combining large-group and small-group activities. Therefore, science education for five-year-old children should aim for holistic development, incorporating scientific process skills, attitudes, and knowledge formation for holistic development. Additionally, it should be integrated with various subject areas and conducted at least twice a week on a continuous basis. Conclusions Based on these findings, future research should focus on collaborative inquiry between early childhood and elementary school teachers to establish effective connections in science education.