Abstract:

Science education is crucial for fostering a knowledgeable and innovative society, yet significant challenges and deficits exist in teaching science, particularly to young learners. This paper explores the concept of "science damaged" students, the importance of early science education, and the systemic issues contributing to the current deficits in science education. By addressing these challenges through strategic interventions and promoting engaging and authentic learning experiences, we can better prepare future generations for the demands of a STEM-oriented world. Science education forms the backbone of a nation’s intellectual and technological prowess. However, significant challenges exist in effectively teaching science, particularly to undergraduate pre-service teachers and young learners. These challenges range from students' negative preconceptions about science to systemic issues in early education. This paper delves into these issues, highlighting the concept of "science damaged" students and the critical need for early science education, while proposing strategies to mend these gaps.

The Science, Technology, Engineering, and Mathematics (STEM) educated workforce is critically tied to a nation’s security, productivity, and prosperity. The National Association of Manufacturing (2018) reported that the United States will need to fill 3.5 million jobs by 2025, with more than two million going unfilled due to lack of highly skilled in-demand candidates. The U.S. Defense Industrial Base Industrial Capabilities Report (2021) showed a need for STEM education by stating that the STEM shortage is quickly approaching crisis status. This report is a congressionally-mandated, annual requirement in which the Secretary of Defense informs the armed services committees on the actions, investments, and overall health of the U.S. defense industrial base (U.S. Department of Defense, 2020). We must understand that preparing our future workforce needs to begin with our youngest citizens. Carl Sagan (1997) shared that children are natural-born scientists, and as they grow, they lose their natural curiosity. We need to harness and foster this curiosity in young children by engaging them in meaningful science while making real-world connections. Children need a foundation from which to grow their knowledge. The Next Generation Science Standards (NGSS), published in 2013, offer a perspective for students, which includes the integration of three dimensions: crosscutting concepts, science and engineering practices, and disciplinary core ideas within each standard. Intentional connections are made across all standards (NGSS, 2013).

Keywords:

Early Childhood Science Education, STEM Education, Science Curriculum, Teacher Training, NGSS Standards, NAEYC Inquiry-Based Learning, Science Literacy, Educational Policy, Professional Development.