Delaware Museum of Natural History and Grow Up Great Science

• In Event: Preschool Science: Emerging Best Practices in Increasing Young Children’s Access to Science

Abstract

1. Objectives

This paper describes a partnership between the Delaware Museum of Natural History (DMNH) and local preschools, examining (a) the frequency of classroom and/or home science activities and (b) the quality of these activities in the wake of collaborative efforts to build teachers’ skills around early science.

2. Perspective(s)

This project encouraged teachers and families to apply an inquiry-based approach to science learning with preschool children. Constructivist in nature, inquiry-based science engages children in scientific reasoning and activity through hands-on, real-world activities. Families and teachers often need support to undertake inquiry-based approaches to science, as these methods differ from more traditional, adult-directed endeavors.

3. Methods, techniques, or modes of inquiry

A science intervention was conducted over one academic year. At the end of the intervention, 29 teachers were surveyed on the frequency and nature of their science instruction, and they provided sample science lesson plans. Seven families were surveyed regarding how and how often they engaged their preschoolers in science activities.

4. Data sources

Science center intervention
Preschool centers received materials including a Seeing Science Everywhere Resource Book, including specific lessons for science activities. Classrooms also received non-fiction books and kits of materials to support the science activities. Finally, all classrooms visited the science center once.
Center staff members (teachers, teacher assistants, and classroom aides) received a one-hour training on utilizing the concepts and activities in the Resource Book. Further, a mentor-coach visited each classroom every other week, and an expert peer provided support. Teachers also received a Seeing Science Everywhere monthly Teacher Newsletter, providing more details about activities and a reading list.
Family support was provided through two Family Fun Nights in spring, featuring science crafts, puppet shows, and hands-on activities. Families were invited to the DMNH three times per year. Families also received a special newsletter with simple home science activities, written in English and Spanish.

Measures
In spring, researchers asked teachers and families how often they taught about science. Researchers collected an example of teachers’ science lesson plans and rated them on a 15-item rubric (possible range = 0 to 30 points, with higher scores reflecting better lessons). A similar rubric was used for families as well.

5. Results

A majority (62.1%) of teachers reported that they offered science activities weekly or more, far higher than in typical classrooms (La Paro et al., 2009). On average, sample lessons were at the upper end of “medium quality”, and over a quarter were of “high quality”. No teachers provided “lower quality” examples.

Families served by the DMNH visited a community science resource 3 or more times during the intervention. Families reported doing a simple at-home science activity, on average, once per month. Both are higher than what is found in typical samples. The quality of those activities was moderate to high.

6. Scientific or scholarly significance of the study or work

This study elucidates one set of supports through which science activities can be fostered among teachers and families.

Author

• Mariah Romaninsky, Delaware Museum of Natural History