The Status of Elementary Science Teaching in the United States: Issues and Implications (Poster 44)

• In Event: AERA Poster Session Five
  In Poster Session: Science Teaching and Learning SIG Poster Session

Abstract

The purpose of this preliminary research synthesis is to examine the long-standing issue of limited elementary science instruction in schools in the United States (NAS, 2022). Data obtained from survey reports were analyzed to identify patterns pertaining to the percentage of hours teachers spend on teaching elementary science. The analysis of data obtained in the late 80, early and mid 90’s and 2008-2013 for grades 1-4 reveals a marked reduction in the percentage of hours spent on science teaching across all grade levels between 1993-94 and 2008-2013. The paper concludes with a discussion of relevant factors and actions needed to reverse inequitable elementary science teaching practices.

Authors

• Zoubeida R. Dagher, University of Delaware
  Non-Presenting Author

• Tamara Turski, University of Delaware
  Presenting Author