Enhancing Science Education for Young Children: A Contemporary Initiative

Abstract

A major challenge facing teachers is how they can help children to develop the knowledge, skills, and attitudes necessary to become scientifically literate citizens. Early childhood teachers are often hesitant about teaching science because they lack confidence in their conceptual knowledge and understandings. This paper describes a professional development initiative which enhances teachers’ understanding of science concepts, and supports their teaching of the subject. The workshops adopted a ‘child-centred’ approach that was scaffolded by teacher educators. Thus, the teachers’ learning paralleled those exemplary experiences advocated for children. Feedback from teachers was overwhelmingly positive and they reported an increased motivation for teaching science coupled with a better understanding of contemporary strategies. By capitalising on personal experiences of investigation of everyday phenomena in the workshop, teachers were able to identify those contemporary approaches consistent with effective science teaching and to understand why these approaches are effective.

Exploring Preschool Children's Science Content Knowledge

“…These findings are congruent with previous research studies and recent developmental theories showing that young children can develop basic science understandings and knowledge during their earliest years and that learning experiences during early childhood can cultivate their science growth (e.g., Eshach & Fried, 2005; French, 2004; Gallenstein, 2003; Greenfield et al, 2009). Our findings further support the notion that science education can begin during the early years of preschool (e.g., Ginsburg & Golbeck, 2004; Watters et al, 2001). …”

“…Thus, national panels and organizations have called for greater attention to the provision of high-quality science education (National Research Council, 2007). One viable solution for improving students’ science achievement is to capitalize on preschool education, given that preschool science instruction has been theoretically and empirically associated with better development of scientific concepts, improved reading comprehension and causal reasoning, and increased interest in science (Eshach & Fried, 2005; French, 2004; Ginsburg & Golbeck, 2004; Kallery, 2004; Neuman, 1971; Watters, Diezmann, Grieshaber, & Davis, 2001). …”

Supporting Scientific Conceptual Consciousness or Learning in ‘a Roundabout Way’ in Play‐based Contexts

“…They noted in their three-stage professional learning approach to teacher development that their data suggested that social, personal, and professional learning were important contributing factors to their confidence and competence to teach science, and teacher learning, rather than teacher change, should be the focus for professional development of teachers. Watters, Diezmann, Grieshaber, and Davis (2001) evaluated the outcomes of early childhood in-service programmes in science and identified teacher knowledge of science and teacher knowledge of early childhood science education pedagogy as the areas of most concern for early childhood professionals: 'Teachers also raise issues related to teaching science in the early childhood years … how to explain scientific concepts to young children; and the ideas for observation and evaluation of young children's scientific knowledge' (Watters et al 2001, p. 5). Bell and Gilbert have also noted this finding, stating that 'teachers had to learn new aspects of the topic or answer unexpected questions from the students' (2004, p. 265).…”

A Study on Development of an Instrument to Determine Turkish Kindergarten Students’ Understandings of Scientific Concepts and Scientific Inquiry Processes

“…" Mantzicopoulos, Samarapungavan, and Patrick (2009, p. 364) said, "Our results strengthen the claim that science instruction should begin by the early school years…" Smith (2001) pointed out, "There are many strategies and techniques which can be used to enhance early childhood science learning." Additionally, there are many other studies suggesting that science education should begin in the early years (Eshach, 2011;Eshach & Fried, 2005;French, 2004;Watters, Diezmann, Grieshaber, & Davis, 2000).…”