The Design of an Interactive Science Literacy Model Using Design and Development Research (DDR) in Early Childhood Education

This study aimed to develop an Interactive Model of Science Literacy based on Chinese children's folktales, using dialogic reading techniques with Chinese primary school preschool students. A Design and Development Research (DDR) methodology was employed, with data analysis using a combination of quantitative methods and the Fuzzy Delphi technique. A questionnaire, referencing Tyler's model, was administered to 12 experts to gather consensus on six key elements: teaching methods, science literacy, dialogic reading, folklore, theory, and student assessment. The Fuzzy Delphi method, using a 7-point Likert scale, determined the model's viability. Findings indicate that the Interactive Model of Science Literacy, grounded in Chinese folktales and dialogic reading, is effective and can be used to enhance science literacy among young learners.