New Perspectives in Science Education

Keywords: In-Service Preschool teachers, Early years science, Professional development

 

This presentation reports on a municipality’s experiences of partaking in a development programme (PD). The aim is to develop knowledge about how participation in such programmes can contribute to the development of science teaching in preschools. The research was done in collaboration with a mid-sized Swedish municipality, and data generation was pre- and post-questionnaires, focus-group discussions, and interviews. Results from a directed content analysis, supported by the framework of curriculum emphases [1], about the kind of science that came into focus show that the preschool teachers highlighted children’s joy in exploring science as the most important aim of science in preschool [2]. According to the participants, such aims were met in the PD, and they saw opportunities for children to relate to everyday experiences. However, they also experienced a focus on science concepts, which they worried might create a feeling among the children that they had to provide correct answers instead of trying new ideas. An additional analysis related to professional development [3] and science teaching in preschool is also being done, and results will be presented and discussed at the conference. 

 

[1] Roberts, D. A. (1982). Developing the concept of “curriculum emphases” in science education. Science Education, 66(2), 243-260. 

[2] Leden, L, Redfors, A., & Fridberg, M. (2025). Science teaching and curriculum emphases in preschool – lessons from a development project. Research in Science Education, online first. 

[3] Timperley, H. (2011). Realizing the Power of Professional Learning. Open University Press.