Adding To The Science Toolkit: Piloting Early Childhood Science Research Instruments In Australia

Abstract

This pilot study trials three data collection instruments, namely the SciDoc, a teacher questionnaire and the Early Childhood Science Padlet. The tools were developed to examine high quality early childhood science assessment, teachers' attitudes towards teaching science, and collaborative professional learning. The research aimed to test the functionality of the instruments with teachers of three- to five-year-old children, prior to their application in the second phase of a doctoral project. Science, as one component of STEM, is increasingly under the spotlight and the importance of science learning in early childhood education is well established (Eshach & Fried, 2005). However, there is a need for empirically tested data collection tools in research and to inform teacher practice (Brenneman, 2011). Drawing on ecological systems theory, the tools explore teaching practice as a proximal influence on child learning and development (Bronfenbrenner, 1977). This pilot study takes an exploratory approach to examine multiple cases (Yin, 2018). Thematic analysis (Braun & Clarke, 2006) was used to interpret field notes and teachers' use of the instruments. University ethics approval preceded teacher and service directors' provision of informed consent. Findings demonstrate that (i) the SciDoc supported teachers' assessment of child science learning, (ii) the teacher questionnaire captured teachers' varied attitudes towards teaching science, and (iii) the Early Childhood Science Padlet offered an opportunity for collaboration and reflection. Refined tools will be applied in an up-scaled research project that will include teachers in diverse early childhood education settings in the Northern Territory of Australia.