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Infusing Culturally Responsive Science Curriculum into Early Childhood Teacher Preparation

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Abstract

Previous research studies in early childhood teacher education have indicated that teacher candidates are not adequately prepared to demonstrate the knowledge and skills needed to teach science to all children including culturally and linguistically diverse students. To address this issue, the researchers provided 31 early childhood teacher candidates with instructions through a culturally responsive science education curriculum that integrates American and Korean science curriculum corresponding to the American and Korean standards for teacher education. The results showed a statistically significant increase in their Personal Science Teaching Efficacy (PSTE). In addition, the teacher candidates were able to create a multicultural/diverse lesson in the developing and proficiency levels based on Ambrosio’s lesson matrix. This study provides teacher candidates’ knowledge as well as an additional resource for developing their self-efficacy and understanding the role of multicultural/diverse lesson planning for science instruction. Also, teacher candidates could be better prepared by understanding how other countries approach science education and integrating this knowledge to enrich their own science instruction.

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Authors and Affiliations

  1. Department of Curriculum and Instruction, The University of Texas at Arlington, Science Hall no. 322A, 502 Yates St., Box 19777, Arlington, TX, 76019-0777, USA

    Jiyoon Yoon

  2. The University of Texas at Arlington, Box 19777, 502 Yates Street, Science Hall Room 323A, Arlington, TX, 76019-0777, USA

    Leisa A. Martin

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  1. Jiyoon Yoon
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  2. Leisa A. Martin
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Correspondence to Jiyoon Yoon.

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Yoon, J., Martin, L.A. Infusing Culturally Responsive Science Curriculum into Early Childhood Teacher Preparation. Res Sci Educ 49, 697–710 (2019). https://doi.org/10.1007/s11165-017-9647-x

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  • DOI: https://doi.org/10.1007/s11165-017-9647-x

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