ORGANIZING SCIENCE EXPLORATION ACTIVITIES FOR PRESCHOOL CHILDREN BASED ON INQUIRY-BASED LEARNING: CONDITIONS, SUPPORTIVE FACTORS, AND TEACHER WILLINGNESS

Abstract

This study surveyed 137 preschool teachers in Hue city, Thua Thien Hue province, regarding the organizational conditions, support from schools and other educational forces, as well as the willingness of teachers to organize scientific exploration activities for preschool children using the inquiry-based learning approach. The results indicated that the organizational conditions and support from schools and other educational forces were evaluated by teachers as ranging from average to good. The study also revealed that schools meeting national standards provided better support for teachers. Furthermore, schools and other educational forces need to enhance their support to foster teachers' willingness to organize these activities. The study emphasizes the important role of the inquiry-based learning approach and highlights the professionalism of preschool teachers in organizing scientific exploration activities. Recommendations from the study include strengthening training, promoting interest and support from schools, as well as encouraging teachers to proactively develop their expertise and make the most of the available resources.