Task 1 Annotated Bib
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Western Governors University *
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EVALUATION
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Communications
Date
Jan 9, 2024
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docx
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2
Uploaded by JudgeStarling3457
Thesis statement: Early science education develops children’s emergent scientific reasoning; however, educators struggle to leverage science education because their classrooms lack the science materials and need professional development specific to science to learn how to facilitate
science discussions. Tu, T. (2006). Preschool Science Environment: What Is Available in a Preschool Classroom? Early Childhood Education Journal, 33(4), 245-251.
This article addresses how preschool educators’ engagement is unrelated to science activities. The author is a Teaching, Leadership, and Curriculum Studies professor at Kent State University. This article will discuss that “preschool children miss the opportunity to develop and enhance their scientific reasoning skills, such as observing, comparing, organizing, and classifying, because educators still need to bring sorting objects into the classroom.” Further, the researchers indicate that science areas are unavailable in most classrooms. Tu, T., & Hsiao, W. (2008). Preschool Teacher-Child Verbal Interactions in Science Teaching. Electronic Journal of Science Education, 12(2), 1-23.
This article indicates that “educators interact with children most often in the art area (24.8%), the sensory area (19.3%), and science (.3%)”. Tu is a Teaching, Leadership, and Curriculum Studies professor at Kent
State University, and Hsia was his graduate advisee. This article will discuss expanding “educators’ science knowledge to increase their familiarity and comfort level and integrate science more rigorously into their classrooms”. Further, the authors indicate that educators should tap into community resources, like, professional development and training. Greenfield, D., Jirout, J., Dominguez, X., Greenberg, A., Maier, M., & Fuccillo, J. (2009).
Science in the Preschool Classroom: A Programmatic Research Agenda to Improve
Science Readiness. Early Education & Development, 20(2), 238-264.
This article addresses that science teaching involves observing, describing, comparing, questioning, predicting, experimenting, reflecting, and cooperating and how “practices positively impact young children’s science readiness by establishing causal links between this classroom practice and science readiness” Dr. Daryl Greenfield, the primary author, is a professor of Psychology & Pediatrics at the University of Miami. His work is at the intersection of research, policy, and practice focused on early science education. This article will discuss educators’ “low self-efficacy in science and time-management
issues as possible barriers to why preschool teachers may have difficulty teaching science.” They go on to
provide professional development and training that enhances educators’ engagement with science reasoning, which leads to significant science child learning gains. Nayfeld, I., Brenneman, K., & Gelman, R. (2011). Science in the Classroom: Finding a Balance between Autonomous Exploration and Teacher-Led Instruction in Preschool Settings. Early Education and Development, 22(6), 970-988.
This article indicates that more than having science materials in the classroom is needed; educators need support in using these materials. Dr. Irena Nayfeld, the primary author, has a long-standing career focusing on early science education. She has worked for Brooklyn College and East Tennessee State University and was a Fellow at New York University. This article will discuss that professional development and training are needed to enhance scientific reasoning opportunities in the classroom. Edwards, K., & Loveridge, J. (2011). The inside story: Looking into early childhood teachers' support of children's scientific learning. Australian Journal of Early Childhood, 36(2), 28-35.
This article addresses how educators’ belief system influences their teaching pedagogy. Dr. Carolyn Edwards, the primary author, is a well-known researcher who made her research known internationally. She was a champion of early childhood education and influenced the Department of Child, Youth, and
Family Studies. This article will discuss that to enhance scientific reasoning opportunities, “educators’ knowledge base increases by the interest of the children, parents, other teachers, and wider community knowledge that is locally contextualized, relevant to the child, and open to local and global perspectives.” In other words, meaningful professional development and training situated learning in their community. Much like, Greenfield and colleagues (2009), educators also highlight that their teaching is influenced by teacher comfort in teaching science and time management. Maier, M. F., Greenfield, D. B., & Bulotsky-Shearer, R. J. (2013). Development and Validation of a Preschool Teachers' Attitudes and Beliefs Toward Science Teaching Questionnaire. Early Childhood Research Quarterly, 28(2), 366-378.
This article “addresses how Preschool Teacher Attitudes and Beliefs Toward Science; are measured by teacher comfort, child benefit, and challenges.” Dr. is a research associate at MDRC in the Family Well-
being and Children's Development policy area. Her research focuses on the implementation and impact of
center-based, early childhood education programs for low-income children and families. This article will discuss educators’ comfort with teaching science, that science is too difficult for young children, followed
by their challenges to engaging in scientific reasoning. Educators indicate “low levels of comfort regarding planning and demonstrating classroom science-related activities.” Educators have difficulty embedding science along with day-to-day care and education responsibilities. Further, they indicate a need for meaningful and intentional science professional development opportunities. Fleer, M., Gomes, J., & March, S. (2014). Science learning affordances in preschool
environments. Australasian Journal of Early Childhood, 39(1), 38-48.
This article identifies the learning affordances in preschool classrooms by analyzing photographs, video recordings, and think-aloud of educators’ science walk. Dr. Marilyn Fleer, the main author, is the director of the Monash PlayLab, and foundation chair in Early Childhood Education and Development at Monash University. This article will discuss that an educator’s self-efficacy in science education will likely maximize scientific reasoning opportunities for young children. It will also discuss the learning affordances/materials already present in the classroom. Pendergast, E., Lieberman-Betz, R.G. & Vail, C.O. (2017). Attitudes and Beliefs of Prekindergarten
Teachers Toward Teaching Science to Young Children.
Early Childhood Education Journal
45, 43–
52.
This article extends Maier and colleagues (2013) work by assessing the attitudes and beliefs of preschool educators toward science. Dr. Evelaine Pendergast, the main author, heads the Department of Communication Sciences and Special Education, College of Education, University of Georgia. This article will further discuss teacher comfort, child benefit, and challenges. Educators are “interested in continual professional development opportunities specific to science to enhance children’s scientific reasoning.” Further, they indicate that “educators who participate in science-related professional development activities are more likely to enjoy teaching science and plan and demonstrate science activities than educators with no science-related professional development.”
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