Teacher and student perspectives about the importance of primary children's ideas in science

Abstract

This study explored whether primary teachers elicited student ideas, and whether primary students recognized the importance their teachers placed on their ideas. It was found that three primary teachers who participated in the study always elicited children's ideas prior to instruction and, thus, found student ideas to be important. It was also found that, regardless of whether the teachers addressed those ideas in instruction, students perceived that their ideas were important. Thus, the teacher and student perspectives of the importance of their ideas were similar: Implications include recommendations for follow-up studies that explore constraints to addressing student ideas when identified.