Elementary teachers\u27 practice and perceptions of a new science curriculum in a culturally diverse school setting

The purpose of this study was to understand the development, dissemination, and use of a new elementary school science curriculum designed by district lead-teachers. The focus was on three participant-teachers utilizing this curriculum at three different grade levels within a culturally diverse school setting. Qualitative data collection (observations and interviews) and analysis, with phenomenology as the basic philosophy, guided this study. It was concluded that: (1) The participant-teachers accepted the validity of an external curriculum, felt obliged to cover it, and had a variable understanding of the adaptions they could make. (2) The new curriculum conformed with current national reforms, was teacher proof , user friendly, and student beneficial, although its basic assumptions were unspecified. (3) The prevailing school structure and curricular practices remained intact, and both supported and inhibited the teachers\u27 ability to effectively utilize the curriculum. (4) The participant-teachers approved hands-on instruction as a means to teach science, although they were not equally supportive of cooperative group work or subject area integration. (5) Curriculum/teachers provided direct and predetermined instruction that limited cognitive engagement, although students were excited during activities that increased their curiosity. (6) To facilitate student interaction during hands-on instruction, the participant-teachers gave up certain aspects of teacher-directed work, resulting in reenforcement of their belief that children learn when allowed to explore materials by themselves. (7) Curriculum-directed assessments emphasized observation of student work; performance of hands-on tasks was assumed to lead to science learning. (8) All teachers modified their instruction to meet some of the needs of their students. Special needs and ESL students often received extra instruction in other subjects in place of science. (9) The home environment of many students was not considered conducive to learning; hence such students were not expected to do well in the system. (10) One aim of instruction was to enculturate the students to learn behaviors perceived as prerequisites for learning science