Soo-Young Hong

Twelve fifth and sixth grade science teacher specialists and their students in a high needs district in Ohio are engaged in a design-based research project within a three-year professional development effort with faculty in several departments at the University of Cincinnati to study how the engineering design process can be used effectively as a pedagogical strategy in science instruction to improve student interest, learning and skill development.

Early childhood educators (ECEs) understand that effective science teaching and learning requires content knowledge related to science concepts and practices and pedagogical knowledge. However, ECEs, especially in rural communities, express a lack of science content knowledge and confidence in incorporating science-related conversations in their early care and education settings, and they believe this might be a result of limited professional training relevant to science content. This project aims to strengthen key capabilities in ECEs, including the ability to (1) build science content knowledge and confidence in guiding young children's scientific investigation, (2) closely observe children's interactions with science materials, and (3) use those observations in the reflection, planning, and practice of science teaching.