Beyond pedagogy: the role of epistemic orientation and knowledge generation environments in early childhood science teaching

Policy documents in many nations, as well as international policies indicate that the goal of improved student science learning requires teachers to learn to use knowledge generation environments for teaching science. This is a particular challenge for early childhood teachers (kindergarten through...

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Bibliographic Details
Published in:International journal of science education 2023-04, Vol.45 (6), p.431-450
Main Authors: Lammert, Catherine, Sharma, Ruchika, Hand, Brian
Format: Article
Language:English
Subjects:
Attitude Change
Childhood
Early childhood education
Early Childhood Teachers
Early years/ early childhood
Educational Change
Educational Practices
Elementary School Teachers
Epistemic practices
Faculty Development
Kindergarten
Knowledge
Learning Theories
Openness
Pedagogical Content Knowledge
Preschool Education
Preschool Teachers
Primary Education
Professional development
Science education
Science Instruction
Science Teachers
Scores
Teacher Attitudes
Teachers
Teaching
Young Children
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Summary:Policy documents in many nations, as well as international policies indicate that the goal of improved student science learning requires teachers to learn to use knowledge generation environments for teaching science. This is a particular challenge for early childhood teachers (kindergarten through grade two), who have historically valued practices like active inquiry, but have received little Professional Development (PD) focused on theories of learning and orientations towards knowledge. This explanatory sequential quantitative study explored the relationship between 30 early childhood teachers' Epistemic Orientations (EOs) and their use of knowledge generation practices for teaching science. In particular, we noted patterns of teacher change in relation to a multi-year PD programme focused on teaching through knowledge generation environments. Findings revealed that overall, PD was successful at shifting approximately two-thirds of the teachers' EO towards knowledge generation. In addition, teachers' change in EO score over three timepoints was significantly positively related to their implementation of knowledge generation practices. This research suggests that most early childhood teachers' EO is open to change through PD and teaching experience, but the degree of this openness differs between individuals. The implications of these differences for PD and research are discussed.
ISSN:0950-0693
1464-5289
DOI:10.1080/09500693.2022.2164474