Exploring Science Instructional Practices in a Preschool Setting: What do they look like? A Case Study.

• In Event: AERA Graduate Student Research-in-Progress Roundtable Session 2
  In Roundtable Session: Examinations of Teaching and Learning From Pre-School to Graduate School (Table 9)

Abstract

This paper outlines a pilot study investigating science instructional practices in a public preschool, utilizing a case study design with observations and an interview with a seasoned preschool teacher. It focuses on understanding the occurrence, extent, and quality of science instruction, considering the impact of weekly themes and teacher support. Grounded in Piaget's constructivist theory and Vygotsky's sociocultural theory, emphasizing experiences, active engagement, and social interactions in early childhood science education. Currently, the study analyzes science teacher-student interactions through coded forms, categorizing and identifying recurring themes. Initial findings indicate varied instruction quality based on themes, emphasizing the role of circle time. The preliminary results also suggest the teacher values cost-effective, hands-on materials and seeks safe, independent activities within time constraints.

Author

• Tamara Turski, University of Delaware