Abstract:

This study observed the scientific learning process of 209 children aged 3—6 in collective and regional activities, and recorded the frequency of learning methods used by children in scientific learning activities. The results showed that in collective activities, children preferred to use scientific learning methods such as listening, imitating, responding, while in regional activities, children were more likely to use scientific learning methods such as exploratory operation and cooperation. Through questionnaires among kindergarten teachers, it was found that there were differences in the level of deep learning among these scientific learning methods. And we also found a significant interaction between different types of educational activities and different levels of deep learning which indicated that children’s differences in methods using in collective and regional activities were influenced by the levels of deep learning. Children’s active participation is a key variable in triggering children’s deep learning.

Key words: collective activities, regional activities, scientific learning, learning method, deep learning, shallow learning