Abstract
Although traditional classroom instruction often emphasizes passive forms of learning, growing evidence highlights the value of active play in promoting curiosity and conceptual development. Grounded in guided play theory, this study investigated how young learners experience science lessons across three instructional contexts: indoor inactive, indoor active, and outdoor active. Thirty-two first-grade students in a Title I laboratory school completed an enjoyment survey and drawing task following each lesson type. Results demonstrated that active play, particularly in outdoor contexts, was associated with higher enjoyment and more dynamic depictions of science learning. Thematic analysis of drawings indicated that students connected more deeply with concepts when lessons involved playful, exploratory activities, whereas inactive lessons were more likely to feature teacher-centered imagery and fewer representations of students actively participating in learning. These findings highlight the potential of guided play approaches to transform science instruction by positioning students as active participants in meaning-making.
Recommended Citation
Cybulski, Stella; Towner, Brooke; and James, Joy
(2026)
"How Lesson Type Shapes First-Grade ScienceEngagement and Enjoyment,"
Journal of Youth Development: Vol. 21:
Iss.
2, Article 10.
DOI: https://doi.org/10.34068/jyd.21.02.10
Available at:
https://open.clemson.edu/jyd/vol21/iss2/10
Included in
Child Psychology Commons, Civic and Community Engagement Commons, Community-Based Learning Commons, Developmental Psychology Commons, Leadership Studies Commons
