Poster #76 - Connecting Science to the Learner and the Teacher; A Preschool Pilot Program

• In Event: Poster Session 15

Abstract

Preschool science is associated with executive functioning and predicts later academic outcomes (Duncan et al., 2007; Grissmer, et al., 2010). Unfortunately, many early childhood teachers may avoid science due to their limited knowledge of science and problem-solving skills, and low science teaching self-efficacy (Appleton, 2007, Greenfield et al., 2009). Only 4.5% to 25% of preschoolers’ time in the classroom is spent engaging in science (Paro et al., 2009; Piasta et al., 2014).
The research team developed a place-based hands-on pilot module that focused on the Common Core life science objective to “investigate living things.” The module focused on plants and animals native to the region and involved multiple opportunities for children to engage with, observe, and document changes in real living things over the course of the module. Materials were provided for 15 classroom areas (e.g. blocks, dramatic play) to encourage incorporation of science instruction throughout the day rather than as an isolated activity.
The pilot took an action research approach that included multiple cycles of the “Plan, Act, Observe, Reflect” throughout the pilot (Clark, et al., 2020).
Research questions:
1. Did teachers feel comfortable with this novel approach to teaching preschool science?
2. Were activities engaging for children?
Sample
6 preschool teachers in 3 classrooms; 48 children (Female n=20; age range 2-6). Pilot start dates were staggered to allow time to engage in “Plan, Act, Observe, Reflect” cycle.
Measures
Teachers completed an online daily reflection journal. Questions included “What went well?” “What would you add/change?” “What are your plans based on students’ interests and level of engagement?” At the end of each week, teachers answered Likert-scale questions to reflect on their ability to implement core pilot goals.
Photos and videos were collected to supported iterative module improvement, as well as document child reactions.
Results
Teacher feedback was positive, but many areas for improvement, specifically around making the concepts accessible to teachers at different educational levels, were identified. The following modifications were made as part of the planning phase after observation and reflection of the first time the module was implemented:
1. Modules were condensed to focus on fewer objectives.
2. Activities were added to revisit two science observations (growing seeds and decomposing materials) multiple times throughout the unit.
3. Lessons included more explicit instructions of the activity’s specific objective and how to carry out each activity.
4. Graphics were displayed in the classroom to increase teacher confidence in teaching core scientific concepts.
5. Materials and lesson plans were packaged into daily boxes to facilitate “grab-and-go” lessons.
Video recordings revealed that children were actively engaged in materials and discussions. By the end of the pilot the majority of children could produce a true prediction and explanation for at least one key concept related to living things. Teacher behaviors also appeared to influence child interest. This highlights the usefulness of action research and the importance of eliciting teacher buy-in especially from non-lead teachers who may have less experience and education. Future directions related to professional development will be discussed.

Authors

• Audrey Constance Juhasz, Utah State University

• Lisa Boyce, Utah State University
  Presenting Author

• Makenzy Turner, Utah State University