Educators' Beliefs about Teaching Science and Social Studies in K-3. Issue Brief

N

16

Teacher Attitudes; Elementary School Teachers; Beliefs; Social Studies; Administrator Attitudes; Kindergarten; Grade 1; Grade 2; Grade 3; Primary Education; Value Judgment; Time; Barriers; Language Arts; Mathematics; Interdisciplinary Approach; Principals; Superintendents

Arkansas; Kentucky

Spending more time teaching science and social studies in K-3 can have at least four potential benefits: (1) Increased learning in these subjects is likely to improve students' reading comprehension in later grades; (2) Introducing students to science and social studies in the early grades is likely to better prepare them for learning those subjects in later grades; (3) An early introduction to science and social studies can also help students develop interests in those subjects; and (4) Introducing students to knowledge in the early grades can reduce the pressure on educators to cram too many topics into too short a time in the later grades. With these considerations in mind, the authors surveyed teachers, school leaders, and district leaders in two states, Arkansas and Kentucky, on the teaching of science and social studies in kindergarten through third grade. They asked about their beliefs about the value of teaching those subjects and the time and emphasis that were devoted to each subject. They also asked about the perceived barriers to teaching each of the two subjects; about the integration of the two subjects into the English language arts and mathematics curriculum; and the availability of professional development, coaching, and district-wide assessment for each subject. They conclude with recommendations for district leaders and policymakers on ways to support the teaching of science and social studies in the early grades.

ERIC

2020

ED602024