Challenging the Science Curriculum Paradigm: TeachingPrimary Children Atomic-Molecular Theory

Solutions to global issues demand the involvement of scientists, yet concern exists about retention rates in science as students pass through school into University. Young children are curious about science, yet are considered incapable of grappling with abstract and microscopic concepts such as atoms, sub-atomic particles, molecules and DNA. School curricula for primary (elementary) aged children reflect this by their limitation to examining only what phenomena are without providing any explanatory frameworks for how or why they occur. This research challenges the assumption that atomic-molecular theory is too difficult for young children, examining new ways of introducing atomic theory to 9 year olds and seeks to verify their efficacy in producing genuine learning in the participants. Early results in three cases in different schools indicate these novel methods fostered further interest in science, allowed diverse children to engage and learn aspects of atomic theory, and satisfied the children’s desire for intellectual challenge. Learning exceeded expectations as demonstrated in the post-interview findings. Learning was also remarkably robust, as demonstrated in two schools eight weeks after the intervention, and in one school, one year after their first exposure to ideas about atoms, elements and molecules

Science and language integration with English learners: A conceptual framework guiding instructional materials development

The purpose of this study is to present a conceptual framework that integrates science and language learning for all students, including English learners (ELs). This framework is grounded in the mutually supportive nature of science instructional shifts, spurred by A Framework for K‐12 Science Education (National Research Council, 2012. A framework for K‐12 science education: Practices, crosscutting concepts, and core ideas) and the Next Generation Science Standards (NGSS), and language instructional shifts, informed by contemporary thinking in second language acquisition. First, we describe the conceptual framework that consists of our perspective and design principles. Then, we describe one approach for using the conceptual framework to develop NGSS‐aligned instructional materials that promote science and language learning with elementary students, including ELs. Finally, we offer implications for future research for our own design research specifically and for the field more broadly. The conceptual framework highlights how substantive collaboration between content areas, such as science, and the field of EL education can help ensure that all students, and ELs in particular, are supported in meeting rigorous content standards while developing proficiency in English