The Effects of Geographic Inquiry Learning Provision on Time – Space Relationship Skill of Young Children

Abstract

The purpose of this research was to study the effects of geographic inquiry learning provision on time – space relationship skill in young children. The population of this research was 24 preschool children who were studying in Kindergarten 3, the 2nd semester, academic year of 2020 at Wat Phra Phutthachai school. The research instruments consisted of 24 geographic inquiry learning lesson plans, the observation form, and the evaluation form of time – space relationship skill in young children. Data was analyzed by using means, standard deviation, and content analysis. The results showed that the children who were received geographic inquiry learning provision had higher post-test time – space relationship skill scores than the pre-test. The result from the observation showed that the children had higher time – space relationship skill, the children were able to tell the location of objects and places by used the words of left, right, in front of, behind, and between. They were able to explain the relationship of objects and places with people and environment, draw and explain 2 dimensional and 3 dimensional shapes, and explain the change of location or description of objects and places that were related to time.