A teacher's perceptions of the benefits of science education for her low-income students: The influence of 'Let's Talk Science'

The purpose of this study is to explore one elementary school teacher's perceptions of science instruction through workshops provided by Let's Talk Science in her low-income classroom. Following a case study approach, the study articulates the dilemma that not all students receive the same opportunities to learn science and that elementary teachers are often uncomfortable and ill prepared to teach science. The teacher expressed her feeling about the need for science in the curriculum and how she could incorporate what she had learned during the workshops into her present curriculum. She felt the workshops influenced her ability to teach science in the future by providing her with new methods of presenting material and making science fun. However, she admits that she still lacks the confidence and/or knowledge to create her own science units--wishing only to use the 'science kits' which have been prepared by the board of education for whom she is employed. The implications for professional development efforts to increase the role of science in elementary classroom curricula and for further research into science education for poor children are discussed.