Development of Activity-Based Science Learning Models with Inquiry Approaches

This study aims to develop an activity-based science learning model with an inquiry learning approach for early childhood that can be used to increase the sense of curiosity and sci-entific thinking in children aged 5-6 years. This study was conducted with research and de-velopment / R & D research methods. Data was collected through interviews, observations, questionnaires, pre-test and post-test for children. Data analysis using paired t-test. The re-sults showed that children were interested and enthusiastic in the learning process by using a science-based learning model with the inquiry approach, Sig. (2-tailed) showing results of 0.000, so the value of 0.000 <0.05 was different from before and after the use of learning models . Results show children can understand the material, more confident and has initiative to find answers for the teacher's questions about science, the child's curiosity increases to ex-amine the information provided by the teacher, the child's understanding of work processes and procedures from science learning with the inquiry approach getting bet-ter. It was con-cluded that an activity-based science learning model with an inquiry approach for children aged 5-6 years used an activity model with an inquiry learning approach based on children's interests and children's needs so that children's curiosity would emerge and continue to be optimally stimulated. Keywords: Inquiry approach, Learning model, Science Learning References Abdi, A. (2014). The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in Science Course. Universal Journal of Educational Research, 2(1), 37–41. https://doi.org/10.13189/ujer.2014.020104 Anderson, R. D. (2002). 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Connecting the Echo Dots: An Exploratory Ethnographic Study of ‘Alexa’ in the Classroom

Educational research literature regarding epistemic curiosity and voice technology could not be found to answer a burning question of, ‘Why aren’t my students curious?’. The aim of the study was therefore to critically analyse teachers pedagogical approaches and how voice technology was used by students as a more knowledgeable other and the extent to which it affected students’ epistemic curiosity. Using an exploratory ethnographic approach, Amazon’s Echo Dot voice technology was studied in lessons at Hillview School. Data was collected through participant observation, informal interviews and recordings of students’ interactions with ‘Alexa’. Students asked questions to Alexa in large numbers. Alexa was asked 87 questions during two lessons suggesting that Alexa was a digital more knowledgeable other. Types of questions asked to Alexa, such as ‘Can fish see water?’, were epistemic questions and suggestive of epistemic curiosity. Teachers used the Echo Dots infrequently and in a limited number of ways. Teachers relied upon a pedagogical approach and talk oriented around performance which overlooked students’ learning talk. The answer to why students might not be curious was not found. However, evidence to understand how and why they might appear not curious was revealed. The study makes contributions to knowledge through the novel use of the Echo Dots to collect data and through a new data visualisation technique called ‘heatmaps’. The study contributes to knowledge by proposing three tentative notions that emerged inductively from the research: ‘performance-oriented talk’, ‘metricalisation’ and ‘regulativity’. The study aims to make a further contribution to knowledge by suggesting evidence of a ‘pedagogy of performance’. The study recommends ‘learning-oriented talk’ and development of Alexa ‘Skills’ as a way to disrupt the pedagogy of performance and as an area for further research