Review of Literature
A look at relevant science
instruction literature
Introduction
 Science is thought as the “forgotten”
subject area
 Teachers sometimes feel
uncomfortable teaching it
 Teachers say there is not enough time
in the day
 What is the best way to teach science
in today’s early childhood classroom?
Students as Scientists
•Students appear to take more from science
instruction when learning seems relevant to the
“real world”
•Research looks at how when students are
presented with what scientists do then students
are more readily able to understand and achieve
more in science education.
Talking science, modeling scientists:
participants and methods
 Five fourth grade classrooms are included in
an observational study where students
complete experiments and then respond to
writing prompts in order to encourage
discussion between schools
 Researchers wanted to see the effect of
students’ participating in activities in which
career scientists regularly participate
(Edmondson et al, 2006)
Talking science, modeling
scientists: results
 Students have a better idea of what
scientists do everyday
 Contributes to knowledge of careers that use
science and technology
 Improved writing/communication skills
 No relevant information about improving
specific science content knowledge although
students did complete several experiments
(Edmondson et al, 2006)
Implementing science notebooks in the
primary grades: participants and methods
 One first grade classroom
 Teacher went through instruction of the scientific
method.
 Used science notebooks to document the process
and teach students how to use science notebooks
when pursuing inquiries.
 A case study that provided students with an
opportunity to utilize science notebooks (lab books)
to help students understand how scientists record
data (Nesbit et al, 2004)
Implementing science notebooks in
the primary grades:results
 Notebooks provide students with an
understanding of what career scientists
do in their jobs everyday
 Provides students with written
documentation of their experiments
and observations
 Study concluded that use of science
notebooks does in fact improve student
achievement(Nesbit et al, 2004)
Experiment Basis
 Inquiry and natural science
experiences are offered as the most
effective way to teach students science
content knowledge
 Promotes naturalistic learning
experiences and constructivist teaching
methods
An environmental journey:
participants and methods
 University professional development school
classrooms from grades PerK through 6
utilized for case study.
 Researcher developed naturalistic
curriculum program to use in multi-age group
science classes
 Idea was that a naturalistic science program
would produce students excited to learn
different science knowledge (Keena &
Basile, 2002)
An environmental journey:
results
 Students gain confidence in the knowledge
and subject matter of environmental science
 Students also increase in their personal
citizenship, esteem, and advocacy when
addressing environmental learning
 Students excited about learning science
 Study appears to have met goals and
evidence in article suggests that students
learned from naturalistic learning
experiences (Keena & Basile, 2002)
Outdoor achievement:
participants and methods
 100 students and 4 teachers developed a
standards based naturalistic science
program
 850 students participated in program
 In this case study students and teachers
developed performance tasks that
incorporated inquiry, hands-on activities, and
problem solving instruction into how to
develop a wetlands community near their
school (Ash & Luckey, 1998)
Outdoor achievement: results
 Results indicated that this study was
successful.
 Students were interested in science
being conducted
 Students learned/understood science
content knowledge presented in handson activities
 Students met standards set forth by
program (Ash & Luckey, 1998)
Environmental literacy for young
children:participants and methods
 PreK through third grade students in an urban
school district in Southeast Texas were interviewed
about four components of respect for the
environment. The components included
 1. How to teach students science so that they
understand how living systems work
 2. How to teach respect for living things
 3. How to facilitate problem solving, decision
making, and critical thinking
 4. How to model stewardship
 Researchers want to promote respect for
environment by having students actively participate
in science activities (Basile & White, 2000)
Environmental literacy for
young children: results
 Results showed that students
developed into just, caring individuals
who have respect for living things when
the importance of their actions is
stressed by teachers and peers.
 Met goal but little evidence as to if this
enhanced student achievement in
science content knowledge (Basile &
White, 2000)
Development of elementary students’
cognitive structure etc: participants and
methods
 69 students from an urban elementary school in
Taiwan are divided into 2 groups for research
purposes. One group receives constructivist
teaching methods while the other receives
traditional teaching methods.
 Purpose of research is to see if constructivist
teaching methods in science classrooms benefit
student achievement (Wu & Tsai, 2004)
Development of elementary students’
cognitive structure etc:results
 Constructivist instruction results in
higher achievement in science
classrooms
 Instructors should use multiple
constructivist teaching strategies and
activities to promote cognitive
development and knowledge
construction in science classrooms
(Wu & Tsai, 2004)
Kindergarten Today
 Include inquiry
 Make developmentally appropriate
 Base instruction on nature and
community
 Make lessons challenging, engaging
and fun
 Make lessons hands-on
 (Gullo, 2006)
Developmentally Appropriate
Practice
 Provide a variety of strategies for
learning science content knowledge
 Build on student inquiry
 Make lessons exploratory and
experimental
 Keep lessons concrete and within the
local environment (Bredekamp &
Copple, 1997)
References
Ash, L. & Luckey, J. Outdoor Achievement. Science Teacher, 65(4).
Basile, C. & White, C. (2000). Respecting living things: Environmental literacy for young children.
Early Childhood Education Journal, 28(1).
Bredekamp, S. & Copple, C (Eds.). (1997). Developmentally appropriate practice in early childhood
education: Revised edition. Washington D.C.: National Association for the Education of Young
Children.
Edmonton, E., Leonard, W.H., Peters, C., Baldwin, A.O. (2006). Talking science, modeling scientists.
Science and Children, 43(8).
Gullo, D. (Ed.). (2006). K today: Teaching and learning in the kindergarten year. Washington D.C.:
National Association for the Education of Young Children
Keena, K. & Basile, C. (2002). An environmental journey. Science and Children, 39 (8), 30-33
References continued
National Research Council. (1996). National Science Education Standards. Washington D.C.:
National Academy Press.
Nesbit, C., Hargrove, T., Harrelson, L., & Maxey, B. (2004). Implementing science notebooks in the
primary grades. Science Activities, 40(4).
Owens, C. (1999). Caught between a rock and a hard place: A natural scientist writes. Language Arts,
76(3).
Vasquez, J.A. (2005). You may be the only scientist your students will ever know.
Science Teacher, 72(4).
Wirag, D. (1997). Share your bench with a bug. Science and Children, 34(8), 24-25.
Wu, Y. & Tsai, C. (2004). Development of elementary school students’ cognitive structures and
information processing strategies under long-term constructivist-oriented science instruction.
Wiley Periodicals.