Science starts early: A literature review examining the influence of early childhood teachers’ perceptions of gender on teaching practices

Women are underrepresented in science fields as compared to men and although much research has been dedicated to understanding this disparity, most has been conducted on older aged children. However, this excludes the youngest and arguably most impressionable group of students: preschoolers. This study reviewed the literature to investigate how early childhood teachers’ perceptions of gender influence their teaching practices. Qualitative analysis and coding of 31 articles resulted in five main categories: Teacher Perception, Curriculum, Teacher Interactions, Gender Identity, and Social Standing. Results are discussed in the context of early childhood science teaching practices to better understand the role of the teacher and gender bias in young children’s preschool science experiences and how it may impact their future science interests.

Grade six students’ and teachers’ attitudes towards socio-constructivism in science education

The aim of this study was to investigate the attitudes of Grade 6 students and their science teachers towards a socio-constructivist way of learning and teaching science, compared to the usual way of learning and teaching science; as well as the science teaching practices. The data was collected during a period of eight weeks in two rural primary schools in the Limpopo Province, South Africa. A five-week intervention was conducted during which the researchers taught science in a socio-constructivist way. Observations were conducted as well as interviews with the teachers and 10 students (5 in each school) using the CLES observation guide, CLES interview guide, CLES Actual questionnaire and CLES Preferred questionnaire. The interviewed students also participated in a focus group. The results showed that some elements of socio-constructivism were appreciated by the students and teachers and other elements not. The students’ attitudes were positive about scientific uncertainty and student negotiation and rather negative about critical voice and shared control. The attitudes of the teachers were more ambiguous.

PRATIQUES D’ENSEIGNEMENT SCIENTIFIQUE À LA PETITE ENFANCE / SCIENCE TEACHING PRACTICES IN EARLY CHILDHOOD EDUCATION

<p>Cet article aborde la question des cadres théoriques des interactions enseignant-élèves pour l'enseignement des sciences physiques et naturelles à l’éducation scientifique pour la petite enfance. Après avoir identifié les tendances internationales en matière d'initiation des jeunes enfants aux sciences, nous présentons quelques approches clés qui étudient cette perspective. Dans ces approches, la question des postures des enseignants et de l'équilibre des relations entre les pratiques de médiation et de tutelle est éclairée sous différents angles.</p><p> </p><p>This article addresses the question of the theoretical frameworks of teacher-student interactions for the teaching of physical and natural sciences in early childhood science education. After identifying international trends in early childhood science literacy, we present some key approaches that explore this perspective. In these approaches, the question of teachers' postures and the balance of relations between mediation and tutelage practices is illuminated from different angles.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0884/a.php" alt="Hit counter" /></p>

Exploration of PYP Practitioner Preschool Teachers’ Science Teaching Practices: The Effect of Pedagogical Beliefs

Introduction: The aim of this study was to investigate PYP practitioner preschool teachers’ science teaching practices in terms of their pedagogical beliefs. Methods: In this mixed method study, the quantitative data were first collected and analyzed, and then the qualitative data were collected and detailed. Accordingly, Pedagogical Belief Systems Scale (PBSS) was first implemented to 39 preschool teachers. Then, teachers were selected based on their scores from PBSS and included in the qualitative data processes. Data sources in this study are PBSS, Science Teaching Construction Task (STCT) and Classroom Observations. On the other hand, data analysis consisted of three steps. In the first step, quantitative data analysis was performed. Qualitative data analysis was performed in the second and third steps. In the first step of the qualitative data analysis, inductive content analysis was performed based on the constant comparative method on the responses of the teachers in the lower and upper groups to eight questions in STCT. Then, teachers’ science teaching practices in their own classrooms were analyzed through analytic rubric and enriched with field notes Results: The results revealed that PYP practitioner preschool teachers had child-centered pedagogical beliefs. They also performed science teaching activities based on question-answer and deliberative interactions representing child-centered orientation, independently of their pedagogical beliefs. Discussion: According to the results in this study, the quality of PYP practitioner preschool teachers’ theoretical orientations and practical applications for science teaching was independent of their pedagogical beliefs. However, preschool teachers with high pedagogical beliefs put more emphasis on inquiry in their theoretical conceptualizations about science teaching. Limitations: The most important limitation in this study is the population. The first limitation occurs because PYP practitioner preschool education institutions were very limited in Istanbul; PYP practitioner preschool teachers were difficult to reach. The second limitation is that this research relied on only teachers’ self-reported views and practices. Conclusion: Findings in this study is important in terms of describing the quality of preschool science teaching in the context of PYP and how teachers’ pedagogical beliefs serve it. Hence, based on the results obtained in the study, it was revealed that PYP practitioner preschool teachers were generally based on child-centered teaching and tended to use inquiry-based pedagogical strategies.

How does coaching influence teacher implementation of a science programme? Evidence from an experimental study

PurposeThe study aimed to understand the effect of instructional coaching on teachers' implementation of a science teaching improvement programme and whether it varies in schools of different socioeconomic statuses.Design/methodology/approachThe authors conducted an experimental study. A total of 59 seventh-grade classrooms from a representative sample of public schools from the city of Buenos Aires, Argentina, were provided with research-based science educative curriculum materials (ECM) as resources to improve their teaching. A randomly selected treatment group received additional instructional coaching. Coaches met one-on-one with teachers on a weekly basis, providing pedagogical support to enact the ECM. After a 12-week intervention, the authors analyzed science teaching practices as evidenced in students' notebooks. The authors used a fidelity framework to understand the programme's implementation (with and without coaching), considering its adherence, dosage and quality, and compared how it varied across schools.FindingsWhile teachers in both groups used the ECM in their science lessons (i.e. with high adherence), instructional coaching almost tripled science teaching time (i.e. the dosage) but did not increase the quality of implementation (i.e. the percentage of inquiry-based science activities taught). In low socioeconomic status schools, the effect of coaching on dosage was even more intense.Originality/valueThis study provides robust evidence on the impact of instructional coaching on teaching improvement programmes in science in developing countries, an under researched topic. The findings may contribute to developing targeted coaching interventions considering their effectiveness in different school contexts.

Teaching Novice Science Teachers Online: Considerations for Practice-Based Pedagogy

The COVID-19 pandemic has required educators at all levels to pivot instruction online. In this article, we consider methods we adopted to engage novice science teachers in approximations of teaching, online. We describe the principles of our science teacher education program and provide a rationale for the core feature of our science teaching methods course: practice-based pedagogy. We then discuss adaptations we have made to engage novices in ambitious science teaching practices online, and the affordances and constraints the virtual context posed to these practices. We conclude with a discussion of considerations for online practice-based pedagogy.

Science education against the rise of fascist and authoritarian movements: towards the development of a pedagogy for democracy

In the twenty-first century, the rise and support of fascism-related views threaten freedom of speech, freedom of sexual orientation, religious tolerance and progressive agendas that advocate equity. We argue that mainstream science education generally does not, but should, educate students against fascism-related views—such as racism, sexism, homophobia and religious intolerance—with a view to strengthening mutual respect and the common good. We argue some science teaching practices are found to be suitable to fascism-like ideologies (e.g. race in genetics teaching), and that the use of the concept of ‘scientific literacy’ has focused on neoliberal possessive individualism. As a consequence, mainstream science education overlooks the development of sympathy, altruism and interpersonal skills. We also discuss the activity of science education in authoritarian, undemocratic regimes in history, showing that fascist regimes have long used ‘apolitical’ scientists’ achievements to establish and expand regimes’ intolerant and violent ideologies. We use that historical relationship to argue fascism is science education’s business. Given the fear that current political discourses in many countries are again swinging towards fascism, we outline potential pathways for science education which focus on the social and emotional development of students. We argue that to develop a pedagogy for democracy, that attends to equity and social justice, it is imperative it enables pupils to develop at a psychological level with diverse others, including through their own agency. This pedagogy builds on critical pedagogies.

A Survey of Science Teachers’ Perception and Practices in Inclusive Science Classrooms

This paper reports on a first study about Singapore primary science teachers’ views and practices in inclusive science classrooms. Rasch analysis was performed on an online teacher survey administered to 108 teachers, which was conducted to investigate teachers’ views about students with special education needs (SEN; Construct A), self-efficacy views in teaching students with SEN (Construct B), and their science teaching practices in inclusive classrooms (Construct C). The findings show that it was generally easy for the science teachers to agree with items in Constructs B and C, but not in Construct A. A closer examination of the individual constructs revealed positive teachers’ views, their feelings of inadequacy and wish for greater school support, and selected types of accommodations and modifications practiced in their classrooms. This study contributes new insights drawn from an Asian study, offers a validated instrument, and provides science teacher educators ideas for supporting science teachers in inclusive science teaching.