An Observational Study on Early Science Teaching in Chinese Urban Kindergartens

Abstract

Early childhood has been proven critical for science learning and development, but there is a dearth of empirical research on the teaching approaches in the Chinese context. This study aimed to observe early science teaching systematically in urban kindergartens in Mainland China. Classes in three kindergartens rated as good, average and unsatisfactory by the government regulatory body were video-recorded in their science classrooms with 6 lessons on appointed topics and 6 on self-chosen topics. Teaching behaviors were analyzed in terms of the instructional approach and its effectiveness. The results indicated variations in teaching approaches across the kindergartens. The teacher from the unsatisfactory kindergarten adopted a typical instructivist approach in science teaching, whereas the other two teachers gave children hands-on experiences as well as group discussions and direct instructions; nevertheless, there was poor connectedness among them. All three teachers were weak in considering the scientific conceptions embedded in the topics as well as the children's prior conceptions when planning their teaching. These findings provide empirical evidence about the teaching and learning of science in kindergartens in a Chinese context. The study has implications for the reform in early science teaching approach and corresponding in-service teacher training in Mainland China.