The Franklin Institute and Grow Up Great Science

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

Abstract

1. Objective

This paper will present the findings from a collaboration between The Franklin Institute (TFI), a nationally known science center, and preschool teachers. The goal was to provide professional development (PD) to preschool teachers on inquiry-based science strategies and to identify low-cost resources to support teachers’ continued early science learning.

2. Perspective(s) or theoretical framework

Inquiry-based science allows both teachers and children to explore scientific concepts through hands-on learning experiences that include opportunities to observe, question, explore, test, predict, make connections, and communicate findings. Instead of providing teachers with a series of activities with pre-planned instructions, which is typical of preschool PD around science, this project guided teachers in designing lessons and extending science learning throughout the classroom. Using the constructivist-inquiry approach, teachers were trained to continuously reflect and internalized these strategies based on their experiences in the classrooms.

3. Methods, techniques, or modes of inquiry

In fall and in spring, 23 teachers were surveyed and interviewed on the frequency and nature of their science instruction. These data were compared to data from control sites. Nine families were surveyed in fall and spring regarding how and how often they engaged their preschoolers in science activities at home.

4. Data sources

TFI Science Intervention
TFI worked with four local preschool centers in high-poverty neighborhoods. Teachers were provided with 20 hours of professional development and five hours of individualized coaching to work closely with teachers to scaffold their implementation of inquiry-based learning.
Teachers also received individualized coaching from an expert from the TFI. In addition, family materials included family science backpacks, including books, materials, and lesson plans for simple science activities to be done at home. Further, the TFI delivered family events in the schools featuring hands-on science activities.

Measures
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 employed with families.

5. Results and/or substantiated conclusions

Quantitative analysis indicates that teachers greatly improved the quality of their lessons plans after attending professional development (PD) workshops, and that TFI teachers’ lesson plan scores were higher than the means for other interventions under the auspices of PNC and just slightly lower than the mean for “gold standard” classrooms. In addition, 90% of children in the TFI intervention met or exceeded expectations, compared to 83% of comparison children.

TFI families were more than twice as likely as comparison families, who had not participated in any of the projects, to report that they received support from their child’s teachers or a science center for at-home science activities with their child.


6. Scientific or scholarly significance of the study

These findings suggest that a science center partnering with preschool teachers and families can make significant changes in teachers and families’ behaviors regarding teaching children about science. This is important in increasing STEM access for young children.

Author

• Susan Holmes, Franklin Institute