Supporting Preschool Teachers’ Early Science Attitudes, Beliefs, and Practice (Poster 37)

• In Event: Sunday Poster Session 7:45 am
  In Poster Session: Early Education and Child Development: Poster Session 2

Abstract

This study evaluates the effectiveness of early science support within a STEM-focused course for in-service preschool teachers at a midwestern United States university. Early science attitudes and beliefs were measured pre- and post-course using the Preschool Teachers’ Attitudes and Beliefs Toward Science (P-TABS) scale (Maier, Greenfield, & Bulotsky-Shearer, 2013). Science instructional practices were supported through course discussions, readings, coaching, and personal reflection. P-TABS factors were additionally used to identify potential relationships between early science attitudes and beliefs and time spent in early science instruction. Additionally, participants’ self-reported course experiences and paired t-test analysis showed that participants’ engagement in the program was positively impacted teachers’ early science attitudes, beliefs, and self-reported instructional practices.

Authors

• David Banzer, University of Illinois at Chicago

• Kathleen Sheridan, University of Illinois at Chicago