Examining the moderating impacts of classroom experience on the relationship between elementary teachers' beliefs and science instruction
Date
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Over the past three decades, there has been a concerning decline in the amount of time elementary teachers allocate to science instruction; of particular concern is the inclusion of science instruction at the early elementary (K-2) grade levels (Blank, 2013; ECS, 2017; NSTA, 2018; Sandholtz & Ringstaff, 2016). K-2 science instruction is vital to generate student interest in science, provide foundational science knowledge and skills, and increase equity in science teaching and learning (Cafarella, McCulloch, & Bell, 2017; NSTA, 2018). Outside of external factors like time and support for teaching science, this downward trend may be a consequence of elementary teachers' beliefs about science teaching and learning, which are presumed to change over time as a result of classroom teaching experience. This study surveyed the science teaching efficacy beliefs and science teaching philosophy held by a cross-sectional sample of early elementary (K-2) teachers (N = 146) to examine the moderating impacts of classroom teaching experience on these beliefs and time spent on science instruction. Science teaching efficacy beliefs include teachers’ beliefs about their ability to teach science and to effect science learning outcomes, and science teaching philosophy refers to beliefs about best instructional practices for teaching science. Utilizing an online survey, combining the inventories of the Science Teaching Efficacy Beliefs Instrument and Beliefs About Reformed Science Teaching and Learning instrument, data was collected from currently assigned K-2 teachers with classroom experience ranging from 1 to 47 years. Data analysis was performed using moderated multiple regression analysis, and the results indicated that experience is not a moderator of the relationship between beliefs and time spent on science instruction, and that contextual factors; such as science background, may be more influential in relation to time spent on science instruction at the K-2 grade levels. Results of the study suggest that in-service elementary teachers need more opportunities to increase science teaching efficacy beliefs and reflect on their science teaching philosophy within a school context that provides long-term support and has accountability requirements for science teaching at all grade levels. Further research should include longitudinal studies with a focus on individual and school contextual variables and larger scale studies that examine teachers at different stages of development to determine how generalist elementary teachers develop science teaching skills.