Science Literacy in Early Childhood: Development of Learning Programs in the Classroom
Abstract
The importance of science literacy in early childhood greatly influences the development of scientific thinking ability. Early childhood is the most critical learning goal that can be done with a student-centered approach to the classroom. This article discusses the needs of science literacy at an early age. Various investigative processes have been carried out by uncovering qualitative methodology. The interview method was conducted to five early childhood teachers. Tenik data analysis using Heurmeutical analysis and Miles and Huberman models. The results showed that early childhood in the application of science literacy as a learning development program in the classroom requires three aspects that need to be considered, namely: attitude, skills, self-competence in children's cognitive, and participation in classroom strategies mapped by teachers. While the needs of learning in the classroom are very important to be done as an effort to improve the competence of teachers to the quality of teaching. In the long term, this research has implications in the field of education, namely the development of teacher competencies on the ability to manage science literacy at an early age.
References
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Feigenbaum, A., & Iqani, M. (2015). Quality after the cuts? Higher education practitioners’ accounts of systemic challenges to teaching quality in times of ‘austerity.’ Journal of Further and Higher Education, 39(1), 46–66. https://doi.org/10.1080/0309877X.2013.778961
Fenty, N. S., & Anderson, E. M. K. (2014). Examining Educators’ Knowledge, Beliefs, and Practices About Using Technology With Young Children. Journal of Early Childhood Teacher Education, 35(2), 114–134. https://doi.org/10.1080/10901027.2014.905808
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Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Ready to learn? Children’s pre-academic achievement in pre-Kindergarten programs. Early Childhood Research Quarterly, 23(1), 27–50. https://doi.org/10.1016/j.ecresq.2007.05.002
Judith, W., Associates, L. E., Matters, M., Language, F., Tongue, M., Education, C. L., John, L., Group, G. P., Education, M., Joshua, A., English, O., Policy, L., Piatt, U. S., & Kelly, J. (1994). Educational technology: the developement of a concept.
Kim, P., Suh, E., & Song, D. (2015). science classroom. Educational Technology Research and Development, 575–602. https://doi.org/10.1007/s11423-015-9376-7
Lang, P. J., Bradley, M. M., & Cuthbert, B. N. (1992). A Motivational Analysis of Emotion: Reflex-Cortex Connections. Psychological Science, 3(1), 44–49. https://doi.org/10.1111/j.1467-9280.1992.tb00255.x
Lin, S., Williamson, F., Beetson, J., Bartlett, B., Boughton, B., & Taylor, R. (2020). Quantifying low English literacy in Australian Aboriginal communities: a correlational study. Australian Educational Researcher, 0123456789. https://doi.org/10.1007/s13384-020-00388-7
Long, C. S., Thean, L. Y., Ismail, W. K. W., & Jusoh, A. (2012). Leadership styles and employees’ turnover intention: Exploratory study of academic staff in a Malaysian college. World Applied Sciences Journal, 19(4), 575–581. https://doi.org/10.5829/idosi.wasj.2012.19.04.155
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Mantzicopoulos, P., Patrick, H., & Samarapungavan, A. (2013). Science Literacy in School and Home Contexts: Kindergarteners’ Science Achievement and Motivation. Cognition and Instruction, 31(1), 62–119. https://doi.org/10.1080/07370008.2012.742087
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Neitzel, J., Early, D., Sideris, J., LaForrett, D., Abel, M. B., Soli, M., Davidson, D. L., Haboush-Deloye, A., Hestenes, L. L., Jenson, D., Johnson, C., Kalas, J., Mamrak, A., Masterson, M. L., Mims, S. U., Oya, P., Philson, B., Showalter, M., Warner-Richter, M., & Kortright Wood, J. (2019). A comparative analysis of the Early Childhood Environment Rating Scale–Revised and Early Childhood Environment Rating Scale, Third Edition. Journal of Early Childhood Research, 17(4), 408–422. https://doi.org/10.1177/1476718X19873015
OECD. (2016). Country note – results from PISA 2015: Indonesia. Oecd, 1–8. https://www.oecd.org/pisa/PISA-2015-Indonesia.pdf
Parette, H. P., Quesenberry, A. C., & Blum, C. (2010). Missing the boat with technology usage in early childhood settings: A 21st century view of developmentally appropriate practice. Early Childhood Education Journal, 37(5), 335–343. https://doi.org/10.1007/s10643-009-0352-x
Park, M., Patterson, L. G., & Park, D. (2016). Early childhood teachers ’ beliefs about readiness for teaching science , technology , engineering , and mathematics. https://doi.org/10.1177/1476718X15614040
Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity. Educational Researcher, 38(2), 109–119. https://doi.org/10.3102/0013189x09332374
Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow’s teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26(4), 863–870. https://doi.org/10.1016/j.tate.2009.10.024
Rahmawati, Y., & Taylor, P. C. (2015). Moments of critical realisation and appreciation: a transformative chemistry teacher reflects. Reflective Practice, 16(1), 31–42. https://doi.org/10.1080/14623943.2014.944142
Reinoso, R., Delgado-iglesias, J., & Fernández, I. (2019). Pre-service teachers ’ views on science teaching in Early Childhood Education in Spain Pre-service teachers ’ views on science teaching in Early Childhood Education in Spain. European Early Childhood Education Research Journal, 0(6), 1–20. https://doi.org/10.1080/1350293X.2019.1678720
Roach, R. (2018). Epilepsy, digital technology and the black-boxed self. New Media and Society, 20(8), 2880–2897. https://doi.org/10.1177/1461444817736926
Sapp, G. (1992). Science literacy through popularization: Problems and potential. Science and Technology Libraries, 12(2), 43–57. https://doi.org/10.1300/J122v12n02_05
Şentürk, C. (2017). Science Literacy in Early Childhood Science Literacy in Early Childhood. November. https://doi.org/10.9790/7388-0701035162
Shwartz, Y., Ben-Zvi, R., & Hofstein, A. (2006). The use of scientific literacy taxonomy for assessing the development of chemical literacy among high-school students. Chemistry Education Research and Practice, 7(4), 203–225. https://doi.org/10.1039/B6RP90011A
Spitzer, W., & Fraser, J. (2020). Advancing Community Science Literacy. Journal of Museum Education, 45(1), 5–15. https://doi.org/10.1080/10598650.2020.1720403
Taylor, S. V., & Leung, C. B. (2020). Multimodal Literacy and Social Interaction: Young Children’s Literacy Learning. Early Childhood Education Journal, 48(1). https://doi.org/10.1007/s10643-019-00974-0
van Es, E. A., & Sherin, M. G. (2002). Learning to Notice : Scaffolding New Teachers ’ Interpretations of Classroom Interactions. Journal of technology and teacher education, 10, 571–596.
Wahyuni, S., Indrawati, I., Sudarti, S., & Suana, W. (2017). Developing science process skills and problem-solving abilities based on outdoor learning in junior high school. Jurnal Pendidikan IPA Indonesia, 6(1), 165–169. https://doi.org/10.15294/jpii.v6i1.6849
Wilkinson, J. (1999). A quantitative analysis of physics textbooks for scientific literacy themes. Research in Science Education, 29(3), 385–399. https://doi.org/10.1007/BF02461600
Angus, D., & Doherty, S. (2015). Journalism meets interaction design: An interdisciplinary undergraduate teaching initiative. Journalism and Mass Communication Educator, 70(1), 44–57. https://doi.org/10.1177/1077695814563981
Aronin, S., & Floyd, K. K. (2013). Using an iPad in Inclusive Preschool Classrooms to Introduce STEM Concepts. TEACHING Exceptional Children, 45(4), 34–39. https://doi.org/10.1177/004005991304500404
Bauer, J. R., & Booth, A. E. (2019). Exploring potential cognitive foundations of scientific literacy in preschoolers: Causal reasoning and executive function. Early Childhood Research Quarterly, 46, 275–284. https://doi.org/10.1016/j.ecresq.2018.09.007
Beecher, C. C., Abbott, M. I., Petersen, S., & Greenwood, C. R. (2017). Using the Quality of Literacy Implementation Checklist to Improve Preschool Literacy Instruction. Early Childhood Education Journal, 45(5), 595–602. https://doi.org/10.1007/s10643-016-0816-8
Breffni, L. (2011). Impact of curriculum training on state-funded prekindergarten teachers’ knowledge, beliefs, and practices. Journal of Early Childhood Teacher Education, 32(2), 176–193. https://doi.org/10.1080/10901027.2011.572226
Brown, R. I., & Brown, I. (2005). The application of quality of life. Journal of Intellectual Disability Research, 49(10), 718–727. https://doi.org/10.1111/j.1365-2788.2005.00740.x
Bybee, R. W. (2010). What is STEM education? Science, 329(5995), 996. https://doi.org/10.1126/science.1194998
Chen, Y. C. (2019). Using the Science Talk–Writing Heuristic to Build a New Era of Scientific Literacy. Reading Teacher, 73(1), 51–64. https://doi.org/10.1002/trtr.1808
Crall, A. W., Jordan, R., Holfelder, K., Newman, G. J., Graham, J., & Waller, D. M. (2012). The impacts of an invasive species citizen science training program on participant attitudes , behavior , and science literacy. https://doi.org/10.1177/0963662511434894
Curry-Stevens, A. (2007). New forms of transformative education: Pedagogy for the privileged. Journal of Transformative Education, 5(1), 33–58. https://doi.org/10.1177/1541344607299394
Davies, A., Thompson, K. A., Giri, K., Kafatos, G., Walker, J., & Bennett, A. (2013). Testing the efficacy of homemade masks: would they protect in an influenza pandemic? Disaster medicine and public health preparedness, 7(4), 413–418. https://doi.org/10.1017/dmp.2013.43
DeJarnette, N. K. (2012). America’s children: Providing early exposure to STEM (science, technology, engineering and math) initiatives. Education, 133(September 2012), 77–84. http://www.ingentaconnect.com/contentone/prin/ed/2012/00000133/00000001/art00008
Deng, L., Zhu, G., Li, G., Xu, Z., Rutter, A., & Rivera, H. (2018). Student Teachers’ Emotions, Dilemmas, and Professional Identity Formation Amid the Teaching Practicums. Asia-Pacific Education Researcher, 27(6), 441–453. https://doi.org/10.1007/s40299-018-0404-3
Denny, J. H., Hallam, R., & Homer, K. (2012). A Multi-Instrument Examination of Preschool Classroom Quality and the Relationship Between Program, Classroom, and Teacher Characteristics. Early Education and Development, 23(5), 678–696. https://doi.org/10.1080/10409289.2011.588041
Devick-Fry, J., & LeSage, T. (2010). Science Literacy Circles: Big Ideas about Science. Science Activities: Classroom Projects and Curriculum Ideas, 47(2), 35–40. https://doi.org/10.1080/00368120903383133
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Early, D. M., Maxwell, K. L., Burchinal, M., Alva, S., Bender, R. H., Bryant, D., Cai, K., Clifford, R. M., Ebanks, C., Griffin, J. A., Henry, G. T., Howes, C., Iriondo-Perez, J., Jeon, H. J., Mashburn, A. J., Peisner-Feinberg, E., Pianta, R. C., Vandergrift, N., & Zill, N. (2007). Teachers’ education, classroom quality, and young children’s academic skills: Results from seven studies of preschool programs. Child Development, 78(2), 558–580. https://doi.org/10.1111/j.1467-8624.2007.01014.x
Fang, Z., & Wei, Y. (2010). Improving middle school students’ science literacy through reading infusion. Journal of Educational Research, 103(4), 262–273. https://doi.org/10.1080/00220670903383051
Feigenbaum, A., & Iqani, M. (2015). Quality after the cuts? Higher education practitioners’ accounts of systemic challenges to teaching quality in times of ‘austerity.’ Journal of Further and Higher Education, 39(1), 46–66. https://doi.org/10.1080/0309877X.2013.778961
Fenty, N. S., & Anderson, E. M. K. (2014). Examining Educators’ Knowledge, Beliefs, and Practices About Using Technology With Young Children. Journal of Early Childhood Teacher Education, 35(2), 114–134. https://doi.org/10.1080/10901027.2014.905808
Golumbic, Y. N., Fishbain, B., & Baram-Tsabari, A. (2020). Science literacy in action: understanding scientific data presented in a citizen science platform by non-expert adults. International Journal of Science Education, Part B: Communication and Public Engagement. https://doi.org/10.1080/21548455.2020.1769877
Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Learning, teaching, and scholarship in a digital age: Web 2.0 and classroom research: What path should we take now? Educational Researcher, 38(4), 246–259. https://doi.org/10.3102/0013189X09336671
Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Ready to learn? Children’s pre-academic achievement in pre-Kindergarten programs. Early Childhood Research Quarterly, 23(1), 27–50. https://doi.org/10.1016/j.ecresq.2007.05.002
Judith, W., Associates, L. E., Matters, M., Language, F., Tongue, M., Education, C. L., John, L., Group, G. P., Education, M., Joshua, A., English, O., Policy, L., Piatt, U. S., & Kelly, J. (1994). Educational technology: the developement of a concept.
Kim, P., Suh, E., & Song, D. (2015). science classroom. Educational Technology Research and Development, 575–602. https://doi.org/10.1007/s11423-015-9376-7
Lang, P. J., Bradley, M. M., & Cuthbert, B. N. (1992). A Motivational Analysis of Emotion: Reflex-Cortex Connections. Psychological Science, 3(1), 44–49. https://doi.org/10.1111/j.1467-9280.1992.tb00255.x
Lin, S., Williamson, F., Beetson, J., Bartlett, B., Boughton, B., & Taylor, R. (2020). Quantifying low English literacy in Australian Aboriginal communities: a correlational study. Australian Educational Researcher, 0123456789. https://doi.org/10.1007/s13384-020-00388-7
Long, C. S., Thean, L. Y., Ismail, W. K. W., & Jusoh, A. (2012). Leadership styles and employees’ turnover intention: Exploratory study of academic staff in a Malaysian college. World Applied Sciences Journal, 19(4), 575–581. https://doi.org/10.5829/idosi.wasj.2012.19.04.155
Maimunah, Aslamiah, & Suriansyah, A. (2018). The Integration of Sentra-Based Learning and Involvement of Family Program at Early Childhood in Developing Character Building (Multi Case at PAUD Mawaddah and PAUD Alam Berbasis Karakter Sayang Ibu Banjarmasin, Indonesia). European Journal of Education Studies, 5(7), 49–63. https://doi.org/10.5281/zenodo.1494207
Mantzicopoulos, P., Patrick, H., & Samarapungavan, A. (2013). Science Literacy in School and Home Contexts: Kindergarteners’ Science Achievement and Motivation. Cognition and Instruction, 31(1), 62–119. https://doi.org/10.1080/07370008.2012.742087
Merrill, C., & Daugherty, J. (2010). STEM education and leadership: A mathematics and science partnership approach. Journal of Technology Education, 21(2), 21–34.
Moorehead, T., & Grillo, K. (2013). Celebrating the Reality of Inclusive STEM Education. TEACHING Exceptional Children, 45(4), 50–57. https://doi.org/10.1177/004005991304500406
Neitzel, J., Early, D., Sideris, J., LaForrett, D., Abel, M. B., Soli, M., Davidson, D. L., Haboush-Deloye, A., Hestenes, L. L., Jenson, D., Johnson, C., Kalas, J., Mamrak, A., Masterson, M. L., Mims, S. U., Oya, P., Philson, B., Showalter, M., Warner-Richter, M., & Kortright Wood, J. (2019). A comparative analysis of the Early Childhood Environment Rating Scale–Revised and Early Childhood Environment Rating Scale, Third Edition. Journal of Early Childhood Research, 17(4), 408–422. https://doi.org/10.1177/1476718X19873015
OECD. (2016). Country note – results from PISA 2015: Indonesia. Oecd, 1–8. https://www.oecd.org/pisa/PISA-2015-Indonesia.pdf
Parette, H. P., Quesenberry, A. C., & Blum, C. (2010). Missing the boat with technology usage in early childhood settings: A 21st century view of developmentally appropriate practice. Early Childhood Education Journal, 37(5), 335–343. https://doi.org/10.1007/s10643-009-0352-x
Park, M., Patterson, L. G., & Park, D. (2016). Early childhood teachers ’ beliefs about readiness for teaching science , technology , engineering , and mathematics. https://doi.org/10.1177/1476718X15614040
Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity. Educational Researcher, 38(2), 109–119. https://doi.org/10.3102/0013189x09332374
Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow’s teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26(4), 863–870. https://doi.org/10.1016/j.tate.2009.10.024
Rahmawati, Y., & Taylor, P. C. (2015). Moments of critical realisation and appreciation: a transformative chemistry teacher reflects. Reflective Practice, 16(1), 31–42. https://doi.org/10.1080/14623943.2014.944142
Reinoso, R., Delgado-iglesias, J., & Fernández, I. (2019). Pre-service teachers ’ views on science teaching in Early Childhood Education in Spain Pre-service teachers ’ views on science teaching in Early Childhood Education in Spain. European Early Childhood Education Research Journal, 0(6), 1–20. https://doi.org/10.1080/1350293X.2019.1678720
Roach, R. (2018). Epilepsy, digital technology and the black-boxed self. New Media and Society, 20(8), 2880–2897. https://doi.org/10.1177/1461444817736926
Sapp, G. (1992). Science literacy through popularization: Problems and potential. Science and Technology Libraries, 12(2), 43–57. https://doi.org/10.1300/J122v12n02_05
Şentürk, C. (2017). Science Literacy in Early Childhood Science Literacy in Early Childhood. November. https://doi.org/10.9790/7388-0701035162
Shwartz, Y., Ben-Zvi, R., & Hofstein, A. (2006). The use of scientific literacy taxonomy for assessing the development of chemical literacy among high-school students. Chemistry Education Research and Practice, 7(4), 203–225. https://doi.org/10.1039/B6RP90011A
Spitzer, W., & Fraser, J. (2020). Advancing Community Science Literacy. Journal of Museum Education, 45(1), 5–15. https://doi.org/10.1080/10598650.2020.1720403
Taylor, S. V., & Leung, C. B. (2020). Multimodal Literacy and Social Interaction: Young Children’s Literacy Learning. Early Childhood Education Journal, 48(1). https://doi.org/10.1007/s10643-019-00974-0
van Es, E. A., & Sherin, M. G. (2002). Learning to Notice : Scaffolding New Teachers ’ Interpretations of Classroom Interactions. Journal of technology and teacher education, 10, 571–596.
Wahyuni, S., Indrawati, I., Sudarti, S., & Suana, W. (2017). Developing science process skills and problem-solving abilities based on outdoor learning in junior high school. Jurnal Pendidikan IPA Indonesia, 6(1), 165–169. https://doi.org/10.15294/jpii.v6i1.6849
Wilkinson, J. (1999). A quantitative analysis of physics textbooks for scientific literacy themes. Research in Science Education, 29(3), 385–399. https://doi.org/10.1007/BF02461600
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