Next-Generation Science and Engineering Teaching Practices in a Pre-K Classroom

• In Event: 28.081 - Science Teaching and Learning SIG Paper Session: Change

Abstract

This paper examines how Next Generation Science Standard -based science engineering practices are embodied in Pre-K STEM teaching. A preschool teacher’s three STEM lessons were observed, videotaped, and analyzed. The teacher’s teaching practices were coded in a deductive manner using an instrument developed based on the NGSS SEPs framework. The findings demonstrate that (1) the teacher mainly implemented two SEPs—Obtaining, Evaluating, and Communicating Information & Planning and Carrying out Investigations, and (2) her teaching practices did not entirely cover all the SEPs of the NGSS. This research provides insight into what SEPs Pre-K teachers can promptly integrate into their STEM lessons and the limitations in specifically designed lessons. Implications for professional development to support Pre-K teachers are suggested.

Authors

• Hye Ryung Won, Florida State University

• Youngjin Song, California State University Long Beach

• Hye Sun You, Arkansas Tech University

• Ithel Jones, Florida State University