Demarginalizing Science in the Early Elementary Classroom: Supporting Teachers to Teach Science in Reform-Oriented Ways

• In Event: Nature of Science and Understanding

Abstract

To develop a scientifically literate populace, students must acquire the motivation and foundational skills for success in science beginning at an early age. Unfortunately, science instruction is often marginalized in elementary schools for reasons including teachers’ lack of confidence in teaching science and an overemphasis on literacy and mathematics. This study examined the impact of multiple forms of support on a first-grade teacher’s views and practices related to reform-oriented science instruction. Supports—including a summer institute, a kit-based curriculum, and collaboration with her grade-level team, a science education researcher and the literacy coach—facilitated teacher change by instilling a need and the capacity for change, motivating the teacher, and providing accountability in a school hyper-focused in literacy and math.

Authors

• Alissa Berg, Teachers College, Columbia University

• Felicia Moore Mensah, Teachers College, Columbia University