Partnering With a Natural History Museum: Pre-K Teachers Co-Construct What Science Learning Looks Like in Early Childhood

• In Event: Marriott Roundtable Session 5
  In Roundtable Session: Collecting and Sharing Information: Libraries, Museums, Partnerships, and the Public

Abstract

Early childhood educators play an important role in nurturing young learners’ natural scientific tendencies. To date, there has not been enough emphasis on supporting early childhood educators in implementing developmentally appropriate science learning experiences in their classrooms. Increasingly, museums, like other informal science learning environments are seen as integral to enhancing the science learning of teachers. In this paper, we examined the design and implementation of professional learning that engaged early childhood educators in active science learning experiences at a natural history museum. Using a communities of practice framework we examine how teachers collaboratively engaged in science learning. Our research offers insights into how partnerships with key stakeholders like PreKindergarten educators can shift classroom practices and teachers’ science identities.

Authors

• Veena Vasudevan, University of Pittsburgh

• Jacqueline Horgan, American Museum of Natural History

• Jenny Ingber, American Museum of Natural History