The effect of outdoor guided inquiry approach on science curiosity and cognitive development in early childhood

This research aims to examine the effect of an outdoor guided inquiry approach on children's scientific curiosity and cognitive development in early childhood. One group weak quasi-experimental design was used in the study. The study group the research consisted of 20 children aged 60-72 months who attended an independent official kindergarten in the district of a metropolitan city in the Black Sea Region in the fall semester of the 2021-2022 academic year. Within the scope of the research, guided inquiry model activities supported by outdoor education activities (OIM) were developed. The data was collected by the Cognitive Abilities Test Form 6, Science Curiosity Scale, Inquiry Level Observation Form, and Outcome Monitoring Form. The experimental study was applied to the children in the study group for six weeks. The findings showed that there was a significant difference in favor of the post-test in the measurements taken before and after the activities included in the outdoor inquiry model (OIM) proposal developed during the study. The analyses revealed a statistically significant difference only in Science Curiosity Scale in total scores and universal, technology, environmental and vitality factors while a statistically significant difference was found out in the Cognitice Abilities Test as a whole and all of its sub-dimensions (p<,05). Moreover, both the levels of achievement in the outcomes and inquiry levels of the children showed an increasing tendency within the six-weeks period. No difference was found in children's cognitive abilities and curiosity according to gender. It has been observed that the level of inquiry has an effect on predicting cognitive abilities. The findings obtained in the research were discussed based on the relevant literature and suggestions were made in line with the research results.