Session Information
SES D 03, Paper Session
Paper Session
Contribution
Science is generally considered an important subject that should be taught across all grade levels (Lind, 1999; Katz, 1997). Since the mid 1960’s there has been worldwide interest in the teaching and learning of science in the primary grades (i.e., pre-kindergarten to third-grade). Recent research into children’s learning has provided some evidence that early science learning not only helps children to form their ideas, but also offers the potential for addressing and modifying their ideas before they enter higher grades (Davies & Ward, 2003; Harlen, 2001).
In the early years of schooling, the goal of science education is to develop/support children’s attitudes of curiosity and interest in experimentation. Different types of hands-on activities allow children to use and develop a number of science process skills. By using these skills and conducting their own investigations, children develop an understanding of the products of science (Martin, Sexton, Wagner, & Gerlovich, 1997). Science, however, has been given minimal attention in early childhood classrooms (Dickinson, Burns, Hagen, & Locker, 1997; Johnson, 1999). Regardless of age, gender, socioeconomic status, cultural or ethnic background and interests, with appropriate learning opportunities, all children can develop the knowledge and skills to achieve an acceptable level of science understanding. (National Research Council, 1996). Basically, science instruction in kindergarten should be designed to be a natural part of a child’s daily experiences (Lind, 1999; Ravanis, 2004).This cannot be achieved, however, without access to professional teachers, adequate classroom time, appropriate materials and sources (National Research Council, 1996).
Teachers play an important role by providing children with the required knowledge (Appleton & Kindt, 1999). According to recent literature, teachers’ degree of preparedness and their apparent reluctance to teach science have been considered as important factors that tend to turn them away from teaching science. It is often claimed that early childhood teachers have a phobia about teaching science (Abell & Roth, 1992; Appleton, 2003;
Carol; Harlen, 1997; Osborne, Simon, & Collins, 2003; Seefeldt & Galper, 2007).
The report of National Council (1996) explained the underlying reason of this phobia and clarified why usually science teaching was absent from early childhood programs. According to report, early childhood teachers were ill prepared to incorporate appropriate science experiences into children’s education. Research reports also indicated that preschool teachers considered themselves as inadequate to plan and conduct science activities because they thought that they have lack of enough knowledge and experience about science teaching. These kind drawbacks may contribute to preservice and inservice preschool teacher’s perceptions to science teaching in early years. As Appleton and Kindt reported (1999), teachers’confidence and interest in science teaching determine how often they teach science, and how he/she teaches science.
In the light of the discussions above, the current study investigates preservice and inservice preschool teachers’ perceptions about science teaching during preschool years in Turkey. In addition, the differences between preservice and inservice preschool teacher’s perceptions are examined and evaluated in terms of various variables like individual differences and frequency and duration of science teaching during preschool years.
Method
Expected Outcomes
References
Abell, S.K. & Roth, M. (1992). Constraints to teaching elementary science: A case study of a science enthusiast student. Science Education, 76, 581-595. Appleton, K.(2003). How do beginning primary school teachers cope with science? Toward an understanding of science teaching practice. Research in Science Education, 33, 1- 25. Appleton, K. & Kindt, I. (1999). Why teach primary science? Influences on beginning teachers’ practices. International Journal of Science Education, 21(2), 155-168. Davies, D. & Ward, S. (2003). Young children as scientists, designers, and technologists. In D. Davies & A. Howe (Ed.), Teaching science, design and technology in the early years. London, UK: David Fulton. Dickinson, V.L. (1997). Becoming better primary science teachers: A description of our journey. Journal of Science Teacher Education, 8(4), 295-311. Harlen, W. (2001). Research in primary science education. Journal of Biological Education, 35(2), 61-65. Harlen, W. (1997). Primary teachers’ understanding in science and its impact in the classroom. Research in Science Education, 27, 323-337. Johnson, J.R. (1999). The forum on early childhood science, mathematics, and technology education. In American Association for the Advancement of Science (AAAS). Dialogue on Early Childhood Science, Mathematics, and Technology Education. Washington, DC: AAAS, 14-25. Lind, K.(1996), Exploring Science in Early Childhood: A Developmental Approach, New York: Delmar Publishers. Lind, K. K. (1999). Science in early childhood: Developing and acquiring fundamental concepts and skills. In American Association for the Advancement of Martin, R., Sexton, C., Wagner, K., & Gerlovich, J. (1997). Teaching Science for all Children. Needham, MA: Allyn & Bacon National Research Council. (1996). National science education standards. Washington, DC: National Academy Press. Osborne, J., Simon, S., & Collins, S. (2003). Attitudes toward science: a review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079.
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