CHAPTER 5 DISCUSSION
5.4 Recommendations
Beyond the limitations of this study, there are several suggestions for future
research as follows:
Preschool teachers’ conceptions of learning science may also play a role in young children’s conceptions of learning science. Many educators agree that teachers’
beliefs may, in some way, affect their instructional practice (e.g., Pajares, 1992).
Researchers have also suggested that teachers’ teaching approaches tend to influence students’ approaches to learning (e.g., Trigwell , Prosser & Waterhouse, 1999). In
science education research, Hewson and Hewson (1988) highlighted the importance
of appropriate conceptions/beliefs about learning science. Tsai (2002) further
suggested that teachers’ conceptions of learning science may have a potential impact
on their approaches to teaching science and how their students learn science. In other words, teachers’ conceptions of learning (and teaching) will guide their teaching approaches and in turn shape the young children’s conceptions of learning science
(Trigwell & Prosser, 1996). Moreover, conceptions of learning often influence the way that teachers interact with students and apply the curriculum and teaching materials. Therefore, the relationship of conceptions of learning science between preschool teachers and young children could be further investigated in the future.
Second, research shows that children are by no means passive absorbers or recipients of the environment (Tizard & Hughes, 1984). Therefore, teaching children
according to their learning preferences could be considered. In this study, the young children’s actual conceptions of learning science have been explored; however, their
preferred conceptions of learning science could be investigated in future studies.
Last but not least, as mentioned in the limitations of the study, the current study did not consider the diversity of early childhood programs in Taiwan. In Taiwan, the proportion of public to private early childhood programs is 3:7; moreover, there are many different kinds of programs, such as Montessori, Project, Thematic, and
Whole-English. All learning is embedded in a cultural context (Eklund-Myrskog, 1998;
Marshall et al., 1999). Therefore, children’s conceptions of learning in different
learning environments may need more research.
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