Young Children Doing Science: The Use of Scientific Practices in Kindergarten and First-Grade Classrooms

• In Event: Innovations in Science Education

Abstract

This multiple instrumental case study explores how kindergarten and first grade teachers naturally incorporate scientific practices as outlined in the Next Generation Science Standards (NGSS) into inquiry-based instruction. We reviewed lessons and teacher reflections from a professional development course for elementary science teachers. Our study examined teaching practices that were consistent with the scientific practices outlined by NGSS as well as practices that may be barriers to reform efforts. We found that teachers naturally used many of the NGSS scientific practices. Barriers included imprecise language in the area of planning and carrying out investigations and students’ limited understanding of number sense in kindergarten. Discussion focuses on implications for professional development in elementary science classrooms.

Authors

• Eileen G. Merritt, University of Virginia

• Jennifer L. Chiu, University of Virginia

• Erin E. Peters Burton, George Mason University

• Randy L. Bell, Oregon State University