Partnering With a Museum: Expanding Conceptions of Pre-K Science Learning in Early Childhood

• In Event: 77.050 - Museums and Teacher Professional Development: Illuminating the "Invisible Infrastructure" of Science Institutions in Teacher Learning

Abstract

Objectives. PreK educators play an important role in nurturing young learners’ natural scientific tendencies. However, there has not been enough emphasis on supporting PreK educators in implementing developmentally appropriate science learning experiences in their classrooms. In this research we examine a professional learning partnership that immerses early childhood educators in active science learning experiences at a science museum.

Theoretical Framework. PreK educators are more likely to implement science in their classrooms if they had positive academic or informal science learning experiences (Saçkes, 2013). Professional learning (PL) that is steeped in inquiry-based science teaching can be transformative for educators by building their self-efficacy in science content and practices (Duran et al., 2009) as can PL that is authentic and facilitates connections to the personal and observable world (Roth, Goulart & Plakitsi, 2012).
 
Methods. We examined a partnership between a science museum and four PreK providers; two community-based organizations that run Head Start programs and two public schools. Through this partnership, PreK teachers, who taught 4 year olds, participated in an immersive science professional learning program that 1) leveraged museum assets including the museum halls, special exhibitions, and authentic science materials (e.g. live animals and specimens) and 2) engaged educators in reflective pedagogical practice by connecting to PreK teachers’ science experiences in and out of school. We wanted to understand teachers’ identities, pedagogical practices, and perceptions of science and asked the overarching research question, what impact does a partnership with the museum have upon the content knowledge, science practices and scientific identity development of participants in our partner sites? Our data collection included observations of professional learning sessions and teachers’ classrooms, teacher interviews, and focus groups. Data analysis included several rounds of open coding (Charmaz, 2014) and the use of thematic and integrative memos (Emerson, Fretz, & Shaw, 2011) to identify/clarify findings.

Results. Analyses revealed that PreK educators found active science learning experiences to be transformational for themselves as learners and as pedagogues. First, teachers’ sense of ‘doing science’ and ‘seeing science’ expanded because of the focus on seeing science in everyday PreK activities like making a cup of hot chocolate or taking a walk in a nearby park. Thus, teachers saw science as accessible, familiar and related to the observable world, which contrasted with some of their initial perceptions; that science was about complex experiments and facts and figures.  Second, teachers took intellectual risks when positioned as learners, which led to increased empathy and appreciation for their own students.

Significance. It has never been more important to help PreK educators’ develop confidence and comfort with teaching and learning science. As the AERA call suggests, we are in an era rife with misinformation and deep mistrust of institutions. PreK teachers have the potential to support young learners to become global citizens that are caring and curious about the natural world, which have real implications for issues like climate change and animal conservation. Our research offers valuable insights about nurturing educators’science identities, so they can do the same for their young learners.

Authors

• Veena Vasudevan, American Museum of Natural History

• Jenny Ingber, American Museum of Natural History

• Jacqueline Horgan, American Museum of Natural History