Science and engineering education needs to be prioritized from preschool through fifth grade, and state policymakers should ensure these subjects are taught comprehensively, frequently, and consistently in preschool and elementary schools, says a new report from the National Academies of Sciences, Engineering, and Medicine.
Science and Engineering in Preschool through Elementary Grades says that even young children can ask questions and make sense of their world in sophisticated ways, and as they begin preschool, they can connect with engineering and science ideas and concepts and develop proficiency. However, despite this being essential for success in later science learning, many classrooms provide only limited opportunities for students to learn science and engineering from preschool through fifth grade. National survey data have shown that science and engineering instruction is not prioritized in these grades, particularly compared with other subjects such as language arts or mathematics. This lack of priority is often exacerbated in under-resourced schools.
“Preschool through fifth grade is a unique and critical window for kids to engage with science and engineering, and it’s clear we need policies that can give all students access to this opportunity,” said Elizabeth Davis, professor at the University of Michigan School of Education and chair of the committee that wrote the report. “To make sure every student in the U.S. receives their best shot at excelling in these areas and experiences the joy and wonder of science and engineering, we need to improve curriculum materials, design effective learning environments, and support our educators with resources and meaningful learning opportunities.”
“Preschool through fifth grade is a unique and critical window for kids to engage with science and engineering, and it’s clear we need policies that can give all students access to this opportunity.”
“Preschool through fifth grade is a unique and critical window for kids to engage with science and engineering, and it’s clear we need policies that can give all students access to this opportunity,” said Elizabeth Davis, professor at the University of Michigan School of Education and chair of the committee that wrote the report. “To make sure every student in the U.S. receives their best shot at excelling in these areas and experiences the joy and wonder of science and engineering, we need to improve curriculum materials, design effective learning environments, and support our educators with resources and meaningful learning opportunities.”
Teaching Science and Engineering
To support learning and engagement with science and engineering, teachers should arrange lessons around interesting and relevant phenomena and problems that leverage their students’ natural curiosity and provide the opportunity to make decisions and solve problems themselves. The report also says teachers should use learning experiences that establish a caring, collective culture that supports collaboration in science and engineering.
Teachers should inform their instruction through assessments that gather multiple data points on student learning several times throughout the year — and engage with families and the community to mutually support children’s engagement with science and engineering both in and outside of the classroom. They should also strengthen their expertise in working toward equity in their teaching through training.
Improving Curricula
Science and engineering curriculum should build on students’ interests and provide opportunities for them to make sense of the world through investigations and design — as well as explore ways of integrating science and engineering into other subjects, such as language arts or mathematics. Curriculum developers should make sure that their materials show evidence of effectiveness, and support teachers by giving them opportunities to adapt the curriculum to their own classrooms.
State and district leaders should rely on evidence-based review when making decisions about which curricula to adopt, and make sure science and engineering lessons are grounded in investigation and design, and are coherent, flexible, adaptable, and equitable. In addition, they should ensure every school has access to curriculum materials and the resources needed to teach them.
Supporting Educators
School and district leaders should develop schedules, amend staffing policies, and allocate the necessary resources to allow for more science and engineering instruction. School leaders should support and enhance teachers’ capacity for teaching these subjects by making more professional opportunities available to them.
Teaching programs and professional learning experiences should help preschool and elementary teachers recognize the importance and value of teaching science and engineering, and connect their learning with classroom practice. Principals and other school leaders should also have access to professional learning opportunities that can improve their capacity for providing leadership for science and engineering learning.
Schools of education and professional development programs should also ensure there are opportunities for science and engineering teachers to learn how to work toward equity.
The study — undertaken by the Committee on Enhancing Science and Engineering in Prekindergarten through Fifth Grades — was sponsored by the Carnegie Corporation of New York and the Robin Hood Learning + Technology Fund.
The National Academies of Sciences, Engineering, and Medicine are private, nonprofit institutions that provide independent, objective analysis and advice to the nation to solve complex problems and inform public policy decisions related to science, technology, and medicine. They operate under an 1863 congressional charter to the National Academy of Sciences, signed by President Lincoln.
