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Transforming Early Science Teaching Through Professional Learning

Sat, April 11, 3:45 to 5:15pm PDT (3:45 to 5:15pm PDT), Westin Bonaventure, Floor: Level 3, Avalon

Session Type: Paper Session

Abstract

This session examines how professional learning can transform early science teaching toward more equitable, inquiry-driven, and conceptually rich practice. Across diverse contexts—from infant and toddler classrooms to elementary schools—these studies investigate how teachers grow in their ability to notice and respond to students’ ideas, adopt reform-oriented pedagogy, and participate in evolving communities of practice. Findings highlight the importance of starting points, sustained support, and attention to teachers’ professional identities in shaping long-term change. Together, these papers reimagine early science education as a space for teacher growth and justice-oriented transformation, forgetting limiting traditions while imagining futures where young learners and their teachers engage meaningfully in authentic science.

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