Project-based inquiry (PBI) global in the kindergarten classroom: Inquiring about the world

In the current article, two kindergarten teachers and two university researchers explain how 45 kindergarten students collaboratively engaged in a specific inquiry approach called Project-Based Inquiry (PBI) Global. PBI Global consists of five-phases: (a) ask a compelling question, (b) gather and analyse sources, (c) creatively synthesize claims and evidences, (d) critically evaluate and revise, and (e) share, publish, and act. The teachers were in a master’s degree program that led to K-12 reading certification. The PBI Global was an assignment in the course, New Literacies and Media. Specifically, the teacher team addressed the question: How can teachers use inquiry and digital tools to teach global awareness with kindergarten students? Applying the PBI Global process, the teachers used the book, Same Same but Different (Kostecki-Shaw and Adam, 2015) as an anchor text to students’ exploration of the five senses through different cultural artifacts. Additionally, the kindergarten students utilized Flipgrids to explain their findings for an authentic audience of parents and community members. The article concludes with lessons learned about implementing the process and implications for other kindergarten teachers who may be interested in inquiry-based learning.

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Authors and Contributors

Dr Hiller A. Spires

Teams

New Literacies Collaborative

Projects

Project-Based Inquiry Global (PBI Global)

A collaborative, inquiry-based instructional strategy that connects students internationally through interdisciplinary inquiry projects.

Published

February 11, 2020

Resource Type

Journal Article

Published By

Friday Institute for Educational Innovation

Suggested Citation

Johnson, L., & McHugh, S., Eagle, J., & Spires, H. (2019). Project-based inquiry (PBI) global in the kindergarten classroom: Inquiring about the world. Early Childhood Education Journal, 47(5), 607-613.