National Survey of 4th and 5th Grade Science Education Teachers: Insights Into Instruction and Inclusion of Students With Disabilities

ABSTRACT Elementary science education, particularly in the 4th and 5th grades, is essential for setting the foundation for lifelong science learning, fostering critical thinking, and preparing students for success in science, technology, engineering, and mathematics (STEM) fields. This stage is especially critical for students with disabilities, as achievement gaps between them and their peers emerge during elementary school. Despite this importance, little is known about how science is taught in elementary classrooms during these critical years, particularly for students with disabilities. To address this gap, we surveyed teachers from a nationally representative sample of U.S. schools to examine elementary science education, including instructional practices, allocation of time, and the inclusion and support of students with disabilities. Our findings reveal that limited instructional time is allocated to science, with significant variability across classrooms. The amount of time dedicated to science instruction was significantly influenced by external factors, such as whether science was a tested subject. Students with disabilities often face additional barriers, including being pulled out of science instruction for special education services, resulting in missed opportunities to engage in science. These findings highlight the need to address opportunity gaps in science instruction to ensure all students have meaningful access to quality science education.

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Publication Details

Journal
Science Education
Published
2025-04-18
DOI
https://doi.org/10.1002/sce.21972
Citations
1
Primary Topic
Disability Education and Employment
Type
article
Field-Weighted Citation Impact
2.37

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article

National Survey of 4th and 5th Grade Science Education Teachers: Insights Into Instruction and Inclusion of Students With Disabilities

Rachel Juergensen, Erica S. Lembke, Michael Solís, Reagan Murnan et al.
1 citations
Science Education
Disability Education and Employment
2.37
article

National Survey of 4th and 5th Grade Science Education Teachers: Insights Into Instruction and Inclusion of Students With Disabilities

Rachel Juergensen, Erica S. Lembke, Michael Solís, Reagan Murnan, Shannon Budin, Michael W. Dunn, Elizabeth A. Swanson, Michael N. Faggella‐Luby, Jennifer L. Chiu, William J. Therrien, Christian T. Doabler, K. Davis, Jenna Gersib, Eunsoo Cho, Sheila J. Conway, Amelia K. Moody, Zaira Jimenez, Priscilla B. Brame, Bryan G. Cook, Cherish M. Sarmiento, Bruna Goulart Gonçalves, Jared R. Morris, R. Alex Smith, Sharlene A. Kiuhara, Ling Chen, Christina Taylor, Qing Liu, Vivian Chi-Woon Taam Wong, Cassandra M. Smith, Heidi R. Stinchcomb
article en
1 citations

Abstract

ABSTRACT Elementary science education, particularly in the 4th and 5th grades, is essential for setting the foundation for lifelong science learning, fostering critical thinking, and preparing students for success in science, technology, engineering, and mathematics (STEM) fields. This stage is especially critical for students with disabilities, as achievement gaps between them and their peers emerge during elementary school. Despite this importance, little is known about how science is taught in elementary classrooms during these critical years, particularly for students with disabilities. To address this gap, we surveyed teachers from a nationally representative sample of U.S. schools to examine elementary science education, including instructional practices, allocation of time, and the inclusion and support of students with disabilities. Our findings reveal that limited instructional time is allocated to science, with significant variability across classrooms. The amount of time dedicated to science instruction was significantly influenced by external factors, such as whether science was a tested subject. Students with disabilities often face additional barriers, including being pulled out of science instruction for special education services, resulting in missed opportunities to engage in science. These findings highlight the need to address opportunity gaps in science instruction to ensure all students have meaningful access to quality science education.

Science EducationVol. 109(5)
Brigham Young University (US), University of California, Riverside (US), Buffalo State University (US), Utah State University (US), Delaware State University (US), Texas Christian University (US), University of Nevada, Las Vegas (US), Washington State University Vancouver (US), University of North Carolina Wilmington (US), University of Pittsburgh (US), University of Utah (US), Wichita State University (US), University of Virginia's College at Wise (US), University of Virginia (US), University at Buffalo, State University of New York (US), University of Missouri (US), The University of Texas at Austin (US), University of Arkansas at Pine Bluff (US)
National Science Foundation
Openalex Percentile: Top 13%
Disability Education and Employment
2.37
DOIOpen Access PDFOpenAlex
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