We DO Talk About Science in Elementary School

• In Event: AERA Poster Session Wednesday 9:45am
  In Poster Session: AERA Division K Section 6 In-Service Educators - Poster Session 1

Abstract

This paper examines how a targeted professional development (PD) program impacts a teacher’s ability to effectively plan for science instruction using an integrative approach with literacy. Utilizing a framework for PD, this study investigates how elementary teachers build efficacy around science teaching through an integrated approach. Data were collected through PD feedback surveys, informal conversations, and interviews. Key findings indicate targeted PD programs can be highly effective in building teacher self-efficacy around integration of content and science curriculum materials, allowing teachers to more effectively plan for science instruction. These findings suggest a new approach to viewing how integration can occur between literacy and science and how understanding the overlaps in a practical way allows teachers to teach more science.

Author

• Kearstie Hernandez, Los Angeles Unified School District