Principals' Views of "Good" Science Instruction: General Pedagogy, Hands-On Science, or Science Practices?

• In Event: Examining the Possibilities and Limitations of Science Teaching and Learning in Early Childhood and Elementary Contexts

Abstract

A key focus in recent reform efforts is the inclusion of science practices, which are potentially a significant challenge for schools. School principals play a key role as instructional leaders in reform efforts yet little is known about their knowledge of science. In our research, we investigated k-8 principals views of “good” science instruction and their capacities to analyze classroom videos. Our research suggests that principals may have limited understandings of science instruction. For the science practices, principals often described “good” science instruction as including the investigating practices, but rarely included the sensemaking or critiquing practices. When evaluating videos of science instruction, all of the principals focused on general pedagogy with few principals focused on the science practices.

Authors

• Katherine L. McNeill, Boston College

• Rebecca Katsh-Singer, Boston College

• Kyle Fagan, Boston College

• Rebecca Jane Lowenhaupt, Boston College