“Science Talks” in Kindergarten Classrooms: Improving Classroom Practice Through Collaborative Action Research

Abstract

In this study we described an action research project enacted by a veteran Kindergarten teacher (Sarah) in the context of a professional development program. Over the course of a year, Sarah collaborated with other teachers in a small group to investigate how to use “Science Talks” to promote student learning in Kindergarten classrooms. A Problem-Based Learning approach was adopted to guide the collaborative action research. Based on a rich set of data sources, we concluded that Sarah’s action research improved student learning and led to her own professional growth. We also identified important conditions in support of action research.

Acknowledgments

This material is based upon work supported in part by the National Science Foundation, under special project number ESI–0353406 as part of the Teacher Professional Continuum program. Any opinion, finding, conclusions or recommendations expressed in thisPUBLICation are those of the authors and do not necessarily reflect the views of any of the supporting institutions.