1. Review of Literature A look at relevant science instruction literature

2. 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?

3. 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.

4. 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)

5. 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)

6. 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)

7. 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)

8. 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

9. 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)

10. 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)

11. 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)

12. 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 hands- on activities  Students met standards set forth by program (Ash & Luckey, 1998)

13. 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)

14. 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)

15. 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)

16. 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)

17. 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)

18. 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)

19. 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

20. 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.