This paper presents three analyses related to early science education: One focusing on state early science standards in the United States; one focusing on key determinants of science learning; and one focusing on attitudes and self-efficacy of preschool teachers regarding science pedagogy. The goal of the analyses was to explore whether nature can serve as a guide to organize state standards for science.
The first analysis revealed two primary concerns: inconsistencies across states and a lack of regard for learning difficulty. The inconsistencies pertained to the definitions of science, the levels of inquiry, the organization of content, and the designation of science truisms to be learned. None of the standards reflected a framework based on conceptual difficulty of the topics or students' developmental progress in attaining knowledge or skill. These findings highlight the need for an organizational framework to guide early science education standards. Play in nature is offered as a basis for a shared foundation in early science education; and playscapes (playgrounds with natural elements) are identified as rich environments for science learning. The second analysis – which included theoretical understandings about cognitive development -- identified input variability and input stability as key determinants of science learning. Nature offers ideal levels of both.
The third analysis was based on the understanding that teachers need a certain level of comfort to adequately support children's science learning in nature. Twenty-three preschool teachers from four different preschools completed two surveys: one focusing on their attitudes and beliefs about science; the other focusing on their perceived ability and comfort level in exploring the natural world with their students. The teachers also participated in focus group discussions. This analysis revealed that teachers perceived significant challenges with classroom-based science curricula for young children but would generally be comfortable with nature-based science learning.
Researchers used insights from these three analyses to develop a framework of science standards that begins with explorations in nature. Children's explorations in natural playspaces offer appropriate variability and stability for the development of basic-level science concepts. Such concepts can lay the foundation for formal science instruction. This research is consistent with other studies supporting the rationale for nature-based learning.
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