This document discusses research on effective science instruction for early childhood students. Several studies found that students learn science best when instruction is hands-on, inquiry-based and relevant to students' lives. When students participate in activities that model scientific work and use tools like science journals, they gain a better understanding of science content and the work of scientists. Constructivist teaching methods that utilize active learning, student experimentation and naturalistic lessons in outdoor environments were found to improve student achievement in science.

1. Students as ScientistsStudents as Scientists
Alysia Caryl, M.A., Director of EducationAlysia Caryl, M.A., Director of Education
Carlos F. Camargo, Ph.D., Director of Foundation RelationsCarlos F. Camargo, Ph.D., Director of Foundation Relations
Tech Museum of InnovationTech Museum of Innovation
Fall 2009Fall 2009

2. IntroductionIntroduction
Science is thought as the “forgotten” subject areaScience is thought as the “forgotten” subject area
Teachers sometimes feel uncomfortable teaching itTeachers sometimes feel uncomfortable teaching it
Teachers say there is not enough time in the dayTeachers say there is not enough time in the day
What is the best way to teach science in today’s earlyWhat is the best way to teach science in today’s early
childhood learning environment?childhood learning environment?
A look at relevant early science instruction research forA look at relevant early science instruction research for
‘‘Lecture and Guided Tour Series”Lecture and Guided Tour Series”
New Product/Service IdeaNew Product/Service Idea

3. Students as ScientistsStudents as Scientists
•Students appear to take more from scienceStudents appear to take more from science
instruction when learning seems relevant to theinstruction when learning seems relevant to the
“real world”“real world”
•Research looks at how when students areResearch looks at how when students are
presented with what scientists do then students arepresented with what scientists do then students are
more readily able to understand and achieve more inmore readily able to understand and achieve more in
science education.science education.

4. Talking science, modeling scientists:Talking science, modeling scientists:
participants and methodsparticipants and methods
Five fourth grade learning environments areFive fourth grade learning environments are
included in an observational study whereincluded in an observational study where
students complete experiments and thenstudents complete experiments and then
respond to writing prompts in order torespond to writing prompts in order to
encourage discussion between schoolsencourage discussion between schools
Researchers wanted to see the effect ofResearchers wanted to see the effect of
students’ participating in activities in whichstudents’ participating in activities in which
career scientists regularly participatecareer scientists regularly participate
(Edmondson et al, 2006)(Edmondson et al, 2006)

5. Talking science, modeling scientists:Talking science, modeling scientists:
resultsresults
Students have a better idea of what scientists doStudents have a better idea of what scientists do
everydayeveryday
Contributes to knowledge of careers that useContributes to knowledge of careers that use
science and technologyscience and technology
Improved writing/communication skillsImproved writing/communication skills
No relevant information about improvingNo relevant information about improving
specific science content knowledge althoughspecific science content knowledge although
students did complete several experimentsstudents did complete several experiments
(Edmondson et al, 2006)(Edmondson et al, 2006)

6. Implementing science journals in theImplementing science journals in the
primary grades: participants andprimary grades: participants and
methodsmethods
One first grade learning environmentOne first grade learning environment
Teacher went through instruction of the scientificTeacher went through instruction of the scientific
method.method.
Used science journals to document the process and teachUsed science journals to document the process and teach
students how to use science journals when pursuingstudents how to use science journals when pursuing
inquiries.inquiries.
A case study that provided students with an opportunityA case study that provided students with an opportunity
to utilize science journals (lab books) to help studentsto utilize science journals (lab books) to help students
understand how scientists record data (Nesbit et al, 2004)understand how scientists record data (Nesbit et al, 2004)

7. Implementing science journals in theImplementing science journals in the
primary grades: resultsprimary grades: results
journals provide students with an understanding ofjournals provide students with an understanding of
what career scientists do in their jobs everydaywhat career scientists do in their jobs everyday
Provides students with written documentation ofProvides students with written documentation of
their experiments and observationstheir experiments and observations
Study concluded that use of science journals does inStudy concluded that use of science journals does in
fact improve student achievement (Nesbit et al,fact improve student achievement (Nesbit et al,
2004)2004)

8. Experiment BasisExperiment Basis
Inquiry and natural science experiences are offeredInquiry and natural science experiences are offered
as the most effective way to teach students scienceas the most effective way to teach students science
content knowledgecontent knowledge
Promotes naturalistic learning experiences andPromotes naturalistic learning experiences and
constructivist teaching methodsconstructivist teaching methods

9. An environmental journey:An environmental journey:
participants and methodsparticipants and methods
University professional development schoolUniversity professional development school
learning environments from grades preKlearning environments from grades preK
through 6 utilized for case study.through 6 utilized for case study.
Researcher developed naturalistic curriculumResearcher developed naturalistic curriculum
program to use in multi-age group scienceprogram to use in multi-age group science
classesclasses
Idea was that a naturalistic science programIdea was that a naturalistic science program
would produce students excited to learnwould produce students excited to learn
different science knowledge (Keena & Basile,different science knowledge (Keena & Basile,
2002)2002)

10. An environmental journey:An environmental journey:
resultsresults
Students gain confidence in the knowledge andStudents gain confidence in the knowledge and
subject matter of environmental sciencesubject matter of environmental science
Students also increase in their personalStudents also increase in their personal
citizenship, esteem, and advocacy whencitizenship, esteem, and advocacy when
addressing environmental learningaddressing environmental learning
Students excited about learning scienceStudents excited about learning science
Study appears to have met goals and evidence inStudy appears to have met goals and evidence in
article suggests that students learned fromarticle suggests that students learned from
naturalistic learning experiences (Keena & Basile,naturalistic learning experiences (Keena & Basile,
2002)2002)

11. Outdoor achievement:Outdoor achievement:
participants and methodsparticipants and methods
100 students and 4 teachers developed a100 students and 4 teachers developed a
standards based naturalistic science programstandards based naturalistic science program
850 students participated in program850 students participated in program
In this case study students and teachersIn this case study students and teachers
developed performance tasks thatdeveloped performance tasks that
incorporated inquiry, hands-on activities, andincorporated inquiry, hands-on activities, and
problem solving instruction into how toproblem solving instruction into how to
develop a wetlands community near theirdevelop a wetlands community near their
school (Ash & Luckey, 1998)school (Ash & Luckey, 1998)

12. Outdoor achievement:Outdoor achievement:
resultsresults
Results indicated that this study was successful.Results indicated that this study was successful.
Students were interested in science being conductedStudents were interested in science being conducted
Students learned/understood science contentStudents learned/understood science content
knowledge presented in hands-on activitiesknowledge presented in hands-on activities
Students met standards set forth by program (Ash &Students met standards set forth by program (Ash &
Luckey, 1998)Luckey, 1998)

13. Environmental literacy for young children:Environmental literacy for young children:
participants and methodsparticipants and methods
PreK through third grade students in an urban schoolPreK through third grade students in an urban school
district in Southeast Texas were interviewed about fourdistrict in Southeast Texas were interviewed about four
components of respect for the environment. Thecomponents of respect for the environment. The
components includedcomponents included
1. How to teach students science so that they understand how1. How to teach students science so that they understand how
living systems workliving systems work
2. How to teach respect for living things2. How to teach respect for living things
3. How to facilitate problem solving, decision making, and3. How to facilitate problem solving, decision making, and
critical thinkingcritical thinking
4. How to model stewardship4. How to model stewardship
Researchers want to promote respect for environment byResearchers want to promote respect for environment by
having students actively participate in science activitieshaving students actively participate in science activities
(Basile & White, 2000)(Basile & White, 2000)

14. Environmental literacy forEnvironmental literacy for
young children: resultsyoung children: results
Results showed that students developed into just,Results showed that students developed into just,
caring individuals who have respect for living thingscaring individuals who have respect for living things
when the importance of their actions is stressed bywhen the importance of their actions is stressed by
teachers and peers.teachers and peers.
Met goal but little evidence as to if this enhancedMet goal but little evidence as to if this enhanced
student achievement in science content knowledgestudent achievement in science content knowledge
(Basile & White, 2000)(Basile & White, 2000)

15. Development of elementary students’Development of elementary students’
cognitive structure etc: participantscognitive structure etc: participants
and methodsand methods
69 students from an urban elementary school in69 students from an urban elementary school in
Taiwan are divided into 2 groups for researchTaiwan are divided into 2 groups for research
purposes. One group receives constructivist teachingpurposes. One group receives constructivist teaching
methods while the other receives traditionalmethods while the other receives traditional
teaching methods.teaching methods.
Purpose of research is to see if constructivistPurpose of research is to see if constructivist
teaching methods in science learning environmentsteaching methods in science learning environments
benefit student achievement (Wu & Tsai, 2004)benefit student achievement (Wu & Tsai, 2004)

16. Development of elementary students’Development of elementary students’
cognitive structure etc:resultscognitive structure etc:results
Constructivist instruction results in higherConstructivist instruction results in higher
achievement in science learning environmentsachievement in science learning environments
Instructors should use multiple constructivistInstructors should use multiple constructivist
teaching strategies and activities to promoteteaching strategies and activities to promote
cognitive development and knowledge constructioncognitive development and knowledge construction
in science learning environments (Wu & Tsai, 2004)in science learning environments (Wu & Tsai, 2004)

17. Kindergarten TodayKindergarten Today
Include inquiryInclude inquiry
Make developmentally appropriateMake developmentally appropriate
Base instruction on nature and communityBase instruction on nature and community
Make lessons challenging, engaging and funMake lessons challenging, engaging and fun
Make lessons hands-onMake lessons hands-on
(Gullo, 2006)(Gullo, 2006)

18. DevelopmentallyDevelopmentally
Appropriate PracticeAppropriate Practice
Provide a variety of strategies for learning scienceProvide a variety of strategies for learning science
content knowledgecontent knowledge
Build on student inquiryBuild on student inquiry
Make lessons exploratory and experimentalMake lessons exploratory and experimental
Keep lessons concrete and within the localKeep lessons concrete and within the local
environment (Bredekamp & Copple, 1997)environment (Bredekamp & Copple, 1997)

19. ReferencesReferences
Ash, L. & Luckey, J. Outdoor Achievement. Science Teacher, 65(4).Ash, L. & Luckey, J. Outdoor Achievement. Science Teacher, 65(4).
Basile, C. & White, C. (2000). Respecting living things: Environmental literacy for youngBasile, C. & White, C. (2000). Respecting living things: Environmental literacy for young
children. Early Childhood Education Journal, 28(1).children. Early Childhood Education Journal, 28(1).
Bredekamp, S. & Copple, C (Eds.). (1997). Developmentally appropriate practice inBredekamp, S. & Copple, C (Eds.). (1997). Developmentally appropriate practice in
early childhood education: Revised edition. Washington D.C.: National Association for theearly childhood education: Revised edition. Washington D.C.: National Association for the
Education of YoungEducation of Young Children.Children.
Edmonton, E., Leonard, W.H., Peters, C., Baldwin, A.O. (2006). Talking science,Edmonton, E., Leonard, W.H., Peters, C., Baldwin, A.O. (2006). Talking science,
modeling scientists. Science and Children, 43(8).modeling scientists. Science and Children, 43(8).
Gullo, D. (Ed.). (2006). K today: Teaching and learning in the kindergarten year.Gullo, D. (Ed.). (2006). K today: Teaching and learning in the kindergarten year.
Washington D.C.: National Association for the Education of Young ChildrenWashington D.C.: National Association for the Education of Young Children
Keena, K. & Basile, C. (2002). An environmental journey. Science and Children, 39 (8),Keena, K. & Basile, C. (2002). An environmental journey. Science and Children, 39 (8),
30-3330-33

20. References continuedReferences continued
National Research Council. (1996). National Science Education Standards.National Research Council. (1996). National Science Education Standards.
Washington D.C.: National Academy Press.Washington D.C.: National Academy Press.
Nesbit, C., Hargrove, T., Harrelson, L., & Maxey, B. (2004). Implementing scienceNesbit, C., Hargrove, T., Harrelson, L., & Maxey, B. (2004). Implementing science
journals in the primary grades. Science Activities, 40(4).journals in the primary grades. Science Activities, 40(4).
Owens, C. (1999). Caught between a rock and a hard place: A natural scientistOwens, C. (1999). Caught between a rock and a hard place: A natural scientist
writes. Language Arts, 76(3).writes. Language Arts, 76(3).
Vasquez, J.A. (2005). You may be the only scientist your students will ever know.Vasquez, J.A. (2005). You may be the only scientist your students will ever know.
Science Teacher, 72(4).Science Teacher, 72(4).
Wirag, D. (1997). Share your bench with a bug. Science and Children, 34(8), 24-25.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’ cognitiveWu, Y. & Tsai, C. (2004). Development of elementary school students’ cognitive
structures and information processing strategies under long-term constructivist-orientedstructures and information processing strategies under long-term constructivist-oriented
science instruction. Wiley Periodicals.science instruction. Wiley Periodicals.