Abstract
Adopting a science mindset in the early education years is critical for supporting critical thinking, curiosity, and systematic inquiry in students, setting a foundation for lifelong learning and problem-solving. This mindset, which values continuous learning and persistence, enables students to approach challenges across disciplines with a scientist’s curiosity. Through approaches like the Socratic method, problem-based learning, and hands-on activities, educators can enhance students' critical thinking and collaborative skills. By creating opportunities for inquiry-based learning, such as entry events, the See Feel Think Wonder protocol, and the Question Formulation Technique, teachers cultivate curiosity and guide students toward self-directed exploration. For example, STEM-integrated projects in math and science promote real-world connections, equipping students to analyze, question, and refine their thinking. These strategies empower students to ask meaningful questions, gather evidence, and communicate findings, building competence, confidence, and a sense of contribution. Ultimately, cultivating a scientific mindset in young learners supports their development as engaged, inquisitive, and capable problem-solvers, prepared for future academic and life challenges.
Recommended Citation
Oeltjenbruns, Sarah; Weyers, Matthew J.; Fogarty, Maya; and Matera, Bryan
(2024)
"Developing Problem-Solvers: Cultivating a Scientific Way of Thinking in Early Learners,"
Essays in Education: Vol. 30:
Iss.
2, Article 14.
Available at:
https://openriver.winona.edu/eie/vol30/iss2/14
Primary Author Bio Sketch
Sarah Oeltjenbruns is a teacher candidate at Winona State University, pursuing a degree in Elementary Education and Middle-Level Science Teaching. Sarah is passionate about fostering strong STEM education in elementary settings and equipping her students with the skills they need for our rapidly changing world. She aspires to complete graduate work in STEM education.
Secondary Author Bio Sketch
Matt Weyers is an adjunct instructor at Winona State University teaching social studies and science methods. He has done graduate work in Literacy and Leadership and serves as the 7th grade U.S. History teacher for Byron (MN) Public Schools.
Included in
Adult and Continuing Education Commons, Adult and Continuing Education Administration Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Early Childhood Education Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education Commons, Gifted Education Commons
