International Journal of Education

This study addresses the common issues in kindergarten science education, including the lack of systematic design, structural imbalance, and insufficient alignment with key learning experiences in question formulation. It proposes a science activity curriculum framework driven by question chains, integrating theoretical learning, case analysis, and practical training. The curriculum aims to equip teachers with methodologies for designing observation-based, prediction-based, verification-based, and explanation-based question chains, thereby fostering systematic development of childrens scientific inquiry skills. Grounded in constructivist theory and Piagets cognitive development stages, the framework is tailored to young learners cognitive characteristics. Its effectiveness is validated through(typical case analysis) and multi-dimensional evaluation. Results demonstrate that the curriculum significantly enhances teachers questioning techniques and deepens childrens scientific thinking, offering a replicable model for improving science education in kindergartens.

Question chain; Science activities; Curriculum design; Early childhood education; Inquiry skills