Teachers' Teaching Trajectory in Supporting Students' Learning Experiences Through the Experiencing Science in Elementary School Program

• In Event: How Can Elementary Science Curriculum Support Student Learning, Teacher Practices, and Inclusiveness in Classrooms?

Abstract

Objectives
Creating meaningful, relevant, and inspiring science learning environments is an aim for science education (NGSS Lead States, 2013). To support students’ learning needs and experiences, project-based learning (PBL) serves as a critical venue for fostering student achievement and engagement in science by involving learners in figuring out phenomena (Authors, 2022). As such, PBL requires new teaching and practices and it becomes important to examine teachers’ growth in PBL instruction. We use a multiple case study approach to examine teachers’ reflections on the changes and progression in their science teaching practices and explore patterns across the case studies. We focus on how teachers’ experiences in the COVID year (2020-21) informed their decisions and practices and led them to instructional adaptations to meet students' learning needs in the 2021-22 academic year.

Theoretical Framework
Experiencing Science in Elementary School (ESES) PBL Project is an experiential, student-centered, inquiry-based learning approach that guides students in investigating and constructing explanations of phenomena for productive science discourse (Authors, 2014; Authors, 2019). Adopting these principles, we focus on how 3rd grade teachers use PBL curriculum to support students’ experiences in figuring out phenomena.

Methods and Data Sources
We use a multiple case study approach (Stake, 2013) to investigate how three 3rd grade science teachers from schools in the Midwest use PBL practices and adapt learning materials to support students’ learning (Dyson & Genishi, 2005). For each teacher, we develop a case that examines and identifies patterns in their teaching and the adaptations they made. We draw primarily on three data sources: audio recordings of teacher interviews, teacher professional learning sessions focused on instructional issues, and classroom observation field notes. We then explore student data, including artifacts and social emotional learning surveys to identify patterns. Current data include 32 observations, 6 professional learning meetings and artifacts and surveys from 125 students. We use thematic analysis to code examples of the changes and progression in teachers’ practices fostering an engaging learning environment and experiences (Clarke & Braun, 2013; Kang, & Zinger, 2019).

Results
Analysis shows that elementary science teachers developed and changed their instructional practices based on their classrooms’ context and needs using strategies from their professional learning sessions and interactions with their teaching community. They made adaptations to support students in exploring phenomena through asking and using driving questions, encouraging outdoor experiences to observe and figure out relevant phenomena, and centering students’ family and community background to provide meaningful and equitable learning experiences. Teachers a) collaboratively planned and adapted their curriculum materials, b) found ways to support their students’ reading and writing skills, and c) and focused on all students’ needs in learning science (such as students with social-emotional struggles and language impairments).

Significance
This study has a value for practitioners and researchers to illustrate how science teachers can take initiative, plan and carry out adaptations to curriculum materials and teaching practices to be responsive to changing environments and student needs.

Authors

• Selin Akgun, Michigan State University
  Presenting Author

• I-Chien Chen, Michigan State University
  Non-Presenting Author

• Cory S MIller, Michigan State University
  Non-Presenting Author

• Hildah Makori, Bowdoin College
  Non-Presenting Author

• Susan Codere, Michigan State University
  Non-Presenting Author