Elementary Teachers: Concerns About Implementing a Science Program

Abstract

The purpose of this study was to examine elementary teachers' science teaching concerns after participating in a two-year extensive and sustained science professional development intervention. The intervention consisted of two types of teacher professional development across two years including: (a) summer institutes (60 hours across two years) which provided training on curriculum units, inquiry-based instructional strategies, problem-based learning, classroom management, and technology use in the classroom; and (b) coaching (60 hours across two years) which provided teachers support in establishing an investigative classroom and assistance in the implementation of inquiry/problembased science units. Teacher data were collected across four different time points: prior to the intervention, after one year of intervention, after two years of intervention, and one year after completion of the intervention. Results from quantitative data supported with qualitative interviews indicated concerns among teachers changed but they were not eliminated. The findings of this study provide evidence that teachers' concerns may not be eliminated, but with extensive support-concerns become less focused on self and more focused on students.

Increasing Early Opportunities in Engineering for Advanced Learners in Elementary Classrooms: A Review of Recent Literature

“…Professional development should model exemplary instruction differentiated to meet the needs of all learners and utilize classroom-specific curricula (Duschl et al, 2007). In a recent study by Dailey and Robinson (2016), teachers indicated they preferred to take the role of the student as the professional development instructor guided them through their classroom-specific unit lessons. Teachers appreciated the opportunity to view the perspective of the student by completing the activities designed for their classroom.…”

“…Increasing opportunities for students to engage in engineering design practices is promising, but there are several obstacles that need to be addressed. For example, elementary teachers often do not have the time, knowledge, skills, or confidence to provide students investigative opportunities in science (Banilower, Smith, Pasley, & Weiss, 2006; Dailey & Robinson, 2016; Fulp, 2002; Murphy, Neil, & Beggs, 2007). Furthermore, teachers face various struggles with the addition of engineering design practices (Brophy, Klein, Portsmore, & Rogers, 2008) as a requirement of NGSS (Achieve, Inc., 2014).…”

“…To sustain these changes in and beyond a teacher’s classroom, Hsu et al (2011) and Lesseig et al (2016) stressed the importance of administrative support when adding engineering to the curriculum. One common barrier to science and engineering instruction is material costs (Dailey & Robinson, 2016); therefore, administrative support is necessary when trying to fund an engineering program.…”

“…As previously indicated, teachers face multiple barriers when implementing science and engineering instruction including knowledge and skills that contribute to their confidence and self-efficacy for teaching (Banilower et al, 2006; Dailey & Robinson, 2016; Fulp, 2002; Murphy et al, 2007). To assist teachers with implementing science and engineering, they need support for addressing these barriers, including quality professional development opportunities (Hsu et al, 2011).…”

“…To increase the effectiveness of the professional development, teachers need sustained and embedded support through models such as peer coaching (Dailey & Robinson, 2016). Peer coaching allows the teacher to work with a mentor or coach in the context of the classroom by helping and providing support as the teachers transfer newly acquired learning and skills from the workshop or training to their classroom (Joyce & Showers, 1981).…”