Understanding the impact of a kit-based science resource on teachers' ability to engage students in science: an interpretative phenomenological analysis.

• Online Access: http://hdl.handle.net/2047/D20280938

The lack of time and attention dedicated to science at the elementary level is a problem that results in a missed opportunity to engage students in science at an early age, potentially perpetuating the gender gap at the secondary, college and career levels. There are many factors contributing to the lack of science education at the elementary level, including the provision of adequate materials and resources, instructional emphasis on subjects tied to high stakes testing, and the lack of content and pedagogical training provided for elementary teachers. This Interpretative Phenomenological Analysis explored the perspectives of nine teachers in grades Kindergarten through fifth with experience piloting a kit-based science resource, Full Option Science System (FOSS). This study employed Self-Determination Theory (SDT) as the theoretical framework as a means of examining engagement through the psychological needs for competence, autonomy, and relatedness. Results of the study indicate that participants observed a high level of student engagement, attributed primarily to the challenging, yet attainable hands-on approach of FOSS. Teacher confidence and enthusiasm for teaching science increased through the use of the kits and students reportedly attained a deep level of understanding of the scientific concepts. It cannot be conclusively stated that FOSS increased the teachers ability to engage students in science, as the students may have been engaged due to the novelty of hands-on aspect rather than the teachers competence in engaging them. As a result of this study, it is clear that providing teachers with high-quality instructional materials and resources, combined with training in pedagogical approach and content acquisition, can positively impact both teacher and student experiences with science.