Applying the ADDIE Instructional Design in Kindergarten in order to Produce a Video Highlighting Women’s Contributions to Science

PDF (ελληνικά)
Published: Apr 17, 2026
DOI: https://doi.org/10.12681/codiste.9813
Keywords:
ADDIE model educational design preschool education women scientists
Anna Manomenidou
Preschool Education
https://orcid.org/0009-0002-6146-7512
Chariton Polatoglou
Aristotle University of Thessaloniki
Abstract

Integrating experiential learning into early childhood education promotes creativity, critical thinking, and collaboration. This study applies the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model to develop a project in which kindergarten students explore the contributions of women scientists and produce a collaborative video. The project was presented in a competition and aimed to enhance understanding of diversity in science while children developed basic skills of inquiry and creative expression. Results indicate that the application of the ADDIE framework facilitated a structured yet flexible approach to project design and implementation, leading to increased student participation and understanding.

Article Details
  • Section
  • Προφορικές Ανακοινώσεις
Downloads
Download data is not yet available.
References
Apostolopoulos, A. (2018). ADDIE Training Model: What Is It and How Can You Use It? Ανακτήθηκε από: https://www.talentlms.com/blog/addie-training-model-definition-stages/
Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer Science & Business Media. ISBN 978-1-4899-8423-4. https://doi.org/10.1007/978-0-387-09506-6
Davis, A. L. (2013). Using instructional design principles to develop effective information literacy instruction The ADDIE model. College & Research Libraries News 74(4), 205-207. https://doi.org/10.5860/crln.74.4.8934
Ferrero, M., Vadillo, M. A., & León, S. P. (2021). Is project-based learning effective among kindergarten and elementary students? A systematic review. PloS one, 16(4), e0249627. https://doi.org/10.1371/journal.pone.0249627
Jolly, A. (2024). STEM by Design: Tools and Strategies to Help Students in Grades 4–8 Solve Real-World Problems (2η εκδ.). Routledge. ISBN 9781003406396. https://doi.org/10.4324/9781003406396
Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: a review of the research. Journal of Research in Science Teaching, 29(4), 331–359. https://doi.org/10.1002/tea.3660290404
Morgenroth, T., Ryan, M. K., & Peters, K. (2015). The Motivational Theory of Role Modeling: How Role Models Influence Role Aspirants’ Goals. Review of General Psychology, 19(4), 465-483. https://doi.org/10.1037/gpr0000059
Tala, S. (2013). The nature of technoscience (NOTS). Στο M. P. Clough, J. K. Olson, & D. S. Niederhauser (Επιμ.), The nature of technology: Implications for Learning and teaching (pp. 51–84). Sense Publications. https://doi.org/10.1007/978-94-6209-269-3_5
Tippett, C. D., & Milford, T. M. (2017). Findings from a pre-kindergarten classroom: Making the case for STEM in early childhood education. International Journal of Science and Mathematics Education, 15, 67-86. https://doi.org/10.1007/s10763-017-9812-8