Differentiating Elementary Science Education: Dutch Teachers’ Perceived Practices

Abstract Elementary school children can differ greatly in their science knowledge and skills. This requires their teachers to differentiate, thus to adjust their lessons to the various educational needs. The extent to which teachers actually differentiate is assumed to be related to a number of teacher characteristics. The present study examined whether and how the variation in how often teachers report to differentiate their instruction during elementary science lessons is attributable to four teacher characteristics: the use of formative assessment, self-efficacy in science teaching, growth mindset, and subject matter knowledge. A survey was filled out by 61 Dutch elementary school teachers who teach science education. Linear regression analysis showed that the teachers’ self-efficacy beliefs in their science teaching as well as their use of formative assessment predicted the variation in their teachers’ differentiation practices. The more the teachers felt self-efficacious and the more they used formative assessment, the more they reported to differentiate their science lessons. Contrary to expectations, the teachers’ growth mindset and subject matter knowledge did not predict the variation in reported differentiation practices. Professional development programs should address self-efficacy and differentiation practices in tandem, and curriculum materials should provide teachers with help and tools for formative assessment.