Preschool Teachers' Attitudes and Beliefs Toward Science

Preschool Teachers’ Attitudes and Beliefs Toward Science by Sharon Henry Lloyd MA, Nova Southeastern University, 2004 BS, University of Central Florida, 1987 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2016 Abstract In the United States, a current initiative, Advancing Active STEM Education for Our Youngest Learners, aims to advance science, technology, engineering, and math (STEM) education for the youngest learners. The purpose of this study was to understand preschool teachers’ proficiency with science and address the problem of whether or not science learning opportunities are provided to young children based on teachers’ attitudes and beliefs. A theoretical framework for establishing teachers’ attitudes toward science developed by van Aalderen-Smeets, van der Molen, and Asma, along with Bandura’s theory of self-efficacy were the foundations for this research. Research questions explored preschool teachers’ attitudes and beliefs toward science in general and how they differed based on education level and years of preschool teaching experience. Descriptive comparative data were collected from 48 participants using an online format with a selfreported measure and were analyzed using nonparametric tests to describe differences between groups based on identified factors of teacher comfort, child benefit, and challenges. Results indicated that the participants believed that early childhood science is developmentally appropriate and that young children benefit from science instruction through improved school-readiness skills. Preschool teachers with a state credential or an associate’s degree and more teaching experience had more teacher comfort toward science based on attitudes and beliefs surveyed. The data indicated participating teachers experience few challenges in teaching science. The study may support positive social change through increased awareness of strengths and weaknesses of preschool teachers for the development of effective science professional development. Science is a crucial component of school-readiness skills, laying a foundation for success in later grades.In the United States, a current initiative, Advancing Active STEM Education for Our Youngest Learners, aims to advance science, technology, engineering, and math (STEM) education for the youngest learners. The purpose of this study was to understand preschool teachers’ proficiency with science and address the problem of whether or not science learning opportunities are provided to young children based on teachers’ attitudes and beliefs. A theoretical framework for establishing teachers’ attitudes toward science developed by van Aalderen-Smeets, van der Molen, and Asma, along with Bandura’s theory of self-efficacy were the foundations for this research. Research questions explored preschool teachers’ attitudes and beliefs toward science in general and how they differed based on education level and years of preschool teaching experience. Descriptive comparative data were collected from 48 participants using an online format with a selfreported measure and were analyzed using nonparametric tests to describe differences between groups based on identified factors of teacher comfort, child benefit, and challenges. Results indicated that the participants believed that early childhood science is developmentally appropriate and that young children benefit from science instruction through improved school-readiness skills. Preschool teachers with a state credential or an associate’s degree and more teaching experience had more teacher comfort toward science based on attitudes and beliefs surveyed. The data indicated participating teachers experience few challenges in teaching science. The study may support positive social change through increased awareness of strengths and weaknesses of preschool teachers for the development of effective science professional development. Science is a crucial component of school-readiness skills, laying a foundation for success in later grades. Preschool Teachers’ Attitudes and Beliefs Toward Science by Sharon Henry Lloyd MA, Nova Southeastern University, 2004 BS, University of Central Florida, 1987 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2016 Dedication This doctoral journey is dedicated to my family. First, to my loving husband, Luke, whose support and encouragement kept me focused. Second, to our four children and their spouses with their cheering and reassuring remarks. Third, to my in-laws, whose goading and patronage provided incentive. Finally, in memory of my parents, who taught me to always keep on learning, as life is a journey. Acknowledgments I would like to acknowledge and give my sincere appreciation to my committee members. I am tremendously grateful for the diligent support and guidance of my doctoral chair, Dr. Maryanne Longo. Her invaluable expertise, help, and words of encouragement throughout the doctoral journey provided the guidance necessary for completion. My methodologist, Dr. Donna Brackin, added a critical eye, useful suggestions, and more words of encouragement. Thank you, Dr. Maryanne Longo and Dr. Donna Brackin; your support was truly appreciated. I would like to acknowledge the preschool teachers who participated in this research. Thank you for being part of this study and being early childhood educators. You share your enthusiasm and curiosity with young children and lay the foundation for later learning. A thank you to future preschool teachers who will guide young children on a journey to lifelong learning.