Abstract
This study investigated how the 7th national curriculum implemented at the elementary school science classrooms. The main purpose of this study was to explore how elementary school teachers reconstruct science teaching and learning methods in their classes and how they implement the ‘In-depth and supplementary differentiated science curriculum’. Data from surveys, classroom observations, and in-depth interviews with teachers were used to examine (1) the realities of reconstruction of science teaching methods at the teacher level, (2) the realities of the differentiated science curriculum administration, and (3) how to improve elementary science teaching methods. In the conclusion section, I analyzed why elementary school teachers have a difficult time in implementing various science teaching methods and suggested alternative solutions to these difficulties. The necessity of curriculum reconstruction at the teacher level is also discussed.
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