The effectiveness of teaching a unit using the Guided inquiry strategy in developing curiosity for kindergartens

Abstract

The objective of this study was to evaluate the efficacy of teaching a unit through directed inquiry-based learning in cultivating a sense of curiosity and exploration in kindergarten students. In pursuit of this objective, the researcher utilized a quasi-experimental methodology grounded in experimental design. This methodology was applied in the study involving the utilization of the (Cognitive Curiosity Scale) with a sample size of 30 children, drawn from the third-level preparatory class. The sample was divided into two groups: the control group, comprising 15 children, and the experimental group, also consisting of 15 children. The study yielded noteworthy findings, particularly highlighting the existence of statistically significant differences at the (α ≤ 0.05) significance level in the mean ranks of scores between the experimental and control groups in the post-application phase of the Cognitive Curiosity Scale, favoring the experimental group. Furthermore, notable differences existed at the (α ≤ 0.05) significance level in the mean ranks of scores for children within the experimental group, both in the pre- and post-application phases of the Cognitive Curiosity Scale, with a preference observed in the post-application phase.