Supporting teachers to enact science talk in early elementary classrooms: The role of professional learning and curriculum

Abstract

Current science standards suggest that, starting in kindergarten, science instruction should focus on providing opportunities for students to make sense of the world around them. In early elementary classrooms, this type of sensemaking necessitates the use of talk to allow children to explain what they are figuring out. Facilitating high-quality science talk is new and challenging for elementary teachers. In this study, we engaged in design-based research to explore the role of professional learning and educative curriculum materials in supporting teachers to enact high-quality science talk. We found that having aligned curriculum and professional learning focused on science talk better supported teachers than professional learning alone. This work has implications for designing systems of support to shift instructional practices.