| Currently, government has no clearly defined the content of kindergartenscience education in policy level. Some studies had shown that many preschoolteachers’ scientific literacy is not very high that they have not the ability to select theappropriate content of scientific education for chindren. All of these led the selection ofscientific education’ content appear chaos. Ralph W. Tyler pointed out children’s interestand need is the important source of curriculum objective and content in the target modeof curriculum evaluation. So this study explored what kindergarten science educationcontent may be in terms of children’s interest. We hope to give some suggestions abouthow to choose the science education content for kindergarten and provide a referencefor those scholars who will develop curriculum in terms of children’s interest.In order to know what science content do the children interested, the researchchoose two urban kindergartens and one rural kindergarten children’s parents to dosurvey. We totally returned708valid questionnaires. The study mainly used the contentanalysis to handle children’s questions which are in parent questionnaires. The findingsare as follows:1, in children’s questions, children are more interested in the content ofhuman, animal, geography, science and technology and astronomical phenomena.2, inhuman science, children are more interested in the human origin, gender, growth,fertility and mortality.3, the animal which children more interested are the fish, chickenand bird, in addition animals’ ability and external structure absorb children’s interest.4,children are interested in the rain, heaven and the earth, the reason of geographicphenomenon make children feel interested in.5, the technology product which childrenmore interested are the airplane, automobile and television, moreover the principle ofthe science and technology attracts the attention of children.6, the celestial body which children interested are the Moon, Star and Sun, children are very interested in theastronomical phenomena’s source and appear time.7, children are interested in the treeand flower, plants’ shape characteristics and growth are absorbed children’s interest.8,in the content of non-biological science, children are most interested in the water.9, theurban children are more interested in the human science, rural children are moreinterested in the animal science.10, boys are more interested in the science andtechnology than girls, girls are more interested in astronomical phenomena than boys.11, intermediate children are more interested in the content of astronomical phenomenaand human; taipan are interested in animal and geography science.12. children areinterested in the reason of science. |
