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Most reforms in science curriculum and assessment surface from formal studies headed by university researchers or science organizations. The professional development that results from such studies often takes the form of short-term, decontexualized workshops for teachers. Unfortunately, we do not hear enough from teachers who systematically study the changes taking place within their own classrooms. The need for conversation on science reform is especially evident at the elementary level where, according to a national science education survey, only 25% of elementary teachers reportedly felt “very well qualified to teach science” (NSTA, 2002, p. 6). This alarmingly low percentage provides strong evidence for the need to improve elementary science teaching.

Taking Action in Elementary Science Teaching: A Reflection on Four Teachers’ Collaborative Research Journey