Smithsonian National Air and Space Museum and Grow Up Great Science in Pre-K

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

Abstract

1. Objective
This paper presents a preschool science professional development (PD) program, Science in Pre-K, aimed at training lead and assistant teachers on inquiry-based methods for teaching physical science. Teachers receive training at the National Air and Space Museum (NASM), mentoring in their classrooms, and class field trips to the NASM. Teachers and NASM partners develop a community of practice for sharing ideas and information about teaching and learning science with young children. Teachers are given simultaneous instruction on science content and teaching methods and then encouraged to share their practical expertise with the community.
2. Perspective(s)
Based on research conducted by Educational Development Center, Inc. on preschool science, Science in Pre-K uses inquiry-based learning to train teachers and other educators. In this constructivist approach, teachers act as facilitators to guide students through hands-on challenges that approximate the tasks of actual scientists. Students communicate and document their learning through writing, drawing and speaking.
3. Methods, techniques, or modes of inquiry
In this mixed-method study, a science intervention was conducted over one year. In the spring, 13 teachers were surveyed and interviewed on the frequency and nature of their science instruction. A control group of teachers who did not receive the intervention were also surveyed to determine if intervention teachers responded differently because of their involvement in the NASM project.
4. Data sources, evidence, objects, or materials
NASM Science Intervention
Science in Pre-K was implemented with the collaboration of the District of Columbia Public School (DCPS) Office of Early Childhood and STEM Catalyst School office over the course of three years in ten DCPS schools. New staff from the collaborating schools received training and mentoring and shorter, introductory trainings were offered to all early childhood teachers in DCPS. Teachers delivered science lessons in their classrooms, following the guidance of Science in Pre-K lessons. Science in Pre-K highlights three thematic units in physical science: Building Structures, Shadow and Light, and Exploring Water. Each of these general topics was explored in increasing depth over time and through direct exploration, science talks, children’s literature, and play.
Measures
Researchers asked teachers 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).
5. Results and/or substantiated conclusions
Over 61% of NASM teachers’ examples of “effective” activities scored in the “higher quality” range compared to 36% of the control teachers. Sixty-one percent also reported offering activities, similar in depth and complexity to the “effective” example they provided, one to three times per month. This suggested that the intervention affected the quality of teachers’ science instruction.
6. Scientific or scholarly significance of the study
This NASM work contributes important findings about the nature of effective PD for enhancing the science knowledge and instructional skills of early childhood teachers. In light of the paucity of research and practical guidance around early childhood science, this work provides promising findings to advance the field.

Author

• Ann Caspari, Smithsonian National Air and Space Museum