Science in the Preschool Classroom: A Programmatic Research Agenda to Improve Science Readiness

By D. Greenfield, Jamie J. Jirout, Ximena Dominguez, A. Greenberg, M. Maier, Janna M. Fuccillo. 2009

327 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/8c3fbc045f9e612f2e43d56d1810f29e5dfa8925

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In Education

In General Agricultural and Biological Sciences

Citations in the corpus

Science in the Classroom: Finding a Balance Between Autonomous Exploration and Teacher-Led Instruction in Preschool Settings (2011, background): “Because many teachers report a lack of confidence in their ability to engage children in meaningful science activities and discussions (Greenfield et al., 2009), preservice and in-service professional development will be critical for supporting educators to improve their own knowledge of science, th”
Developing Low-Income Preschoolers’ Social Studies and Science Vocabulary Knowledge Through Content-Focused Shared Book Reading (2010, background): “A review of state standards (e.g., Greenfield et al., 2009; National Committee on Science Education Standards and Assessment (1996); Revised Texas Prekindergarten Guidelines, 2008) and early childhood curricula (French, 2004; Gelman & Brenneman, 2004) reinforced the importance of teaching concepts…”
Using the Scientific Method to Guide Learning: An Integrated Approach to Early Childhood Curriculum (2013, background): “2009; Kallery and Psillos, 2001) and recent research has identified preschool teachers to have low self-efficacy with regards to science education (Greenfield et al. 2009).”
Parent Guidance of Young Children’s Scientific and Mathematical Reasoning in a Science Museum (2016, background): “Developmental theories and emerging evidence indicate that through sustained conversations and joint participation with adults in everyday activities, young children learn to observe, describe, question, predict, compare, experiment, evaluate and reflect, important components of their developing sci”
Teacher question and student response with regard to cognition and language use (2012, background): “developing cognitive skills and fostering readiness skills in multiple domains (Greenfield et al. 2009).”
The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality (2019, background): “Similar to elementary school teachers, early childhood teachers also report that they expect to fail in teaching science to young children (Greenfield et al., 2009), a fact that may be related to their lack of specific university training or professional development with regard to science teaching (”
Early Childhood Educators’ Self-Efficacy in Science, Math, and Literacy Instruction and Science Practice in the Classroom (2018, background): “Furthermore, at kindergarten entry, children’s understanding of science is strikingly lower than their understanding of all other developmental domains, including language, literacy, and math (Greenfield et al., 2009).”
An Analytic Study of the Professional Development Research in Early Childhood Education (2015, background): “Targeting teachers’ instruction in content areas such as science may be particularly important, as teachers often report having low efficacy and knowledge in these areas (Greenfield et al., 2009).”