Science Education in the Early Childhood & Special Education Setting: An Analysis of Science Education Across Lake Washington, Bellevue & Seattle School Districts

Abstract

This survey based research illustrates science education in the early childhood setting, specifically across Lake Washington, Seattle and Bellevue Public School Districts, with a lens on programs serving children with special needs. Taking current best practice into consideration, this research compares the amount of time that teachers currently spend teaching their students science across these settings, with recommendations urging educators to expose their students to the scientific inquiry process early and often. Additionally, the results of this survey align with findings regarding teacher self-efficacy in the area of science, demonstrating that educators who have a science background and/or have received professional development opportunities in the area of science, are likely to teach science more often and lead higher quality lessons. The survey results also demonstrate that the provision of curriculum and training opportunities are indicative of a community that supports science education, and therefore predictive of the amount and quality of science education that students in an early childhood setting receive.