Early childhood teachers’ perceptions of their knowledge base for facilitating the teaching of science concepts

Authors

DOI:

https://doi.org/10.34024/prometeica.2025.32.20909

Keywords:

childhood, pedagogical content knowledge, science teaching, science education, teacher knowledge

Abstract

Teachers’ knowledge of subject matter is critical in effectively shaping their ability to facilitate science concepts to young learners. However, early childhood education faces unique challenges, and research examining how teachers perceive their knowledge to impart science concepts at this critical level remains limited. This study investigated these perceptions, addressing the gap in understanding teachers’ perceived knowledge base and its implications for early science education. A quantitative research approach underpinned by a case study design was followed. The pedagogical content knowledge framework guided the study. Data were collected through a survey with 100 Grade R teachers to understand their perceptions of their knowledge base for facilitating science concepts. The findings indicate that while many teachers express enthusiasm and recognize the importance of early science education, they report varying levels of confidence in their knowledge base, often citing a need for additional professional development. This study highlights the need for targeted training programs to support Grade R teachers in science instruction, with implications for curriculum development and educational policy to strengthen early science literacy. Through a better understanding of teachers’ perceptions, this research contributes to ongoing efforts to enhance the quality of early childhood science education.

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Author Biography

  • Mamontsuoe Lintle Maraisane, University of the Free State

    Dr. Lintle Maraisane is a lecturer in the Department of Childhood Education at the University of the Free State, Faculty of Education. She has published her work in accredited academic journals and actively contributes to academic leadership within the faculty. She represents her department on the Committee for Title Registration and leads a Special Research Interest Group focused on advancing scholarship in childhood education. Her research interests include STEAM education in Early Childhood, evidence-based classroom practices, and the professional development of educators and practitioners.

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Prometeica v.32

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2025-11-20

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Vol. 32 (2025): Prometeica - v 32 (03/2025 - 12/2025)

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Received 2025-08-02
Accepted 2025-11-19
Published 2025-11-20

How to Cite

Maraisane, M. L. (2025). Early childhood teachers’ perceptions of their knowledge base for facilitating the teaching of science concepts. Prometeica - Journal of Philosophy and Science, 32, e20909 (1-15). https://doi.org/10.34024/prometeica.2025.32.20909