Teacher beliefs about learning and teaching in primary science and technology

It is argued that the introduction of many new curricular with their associated teaching practices have failed because the beliefs, views and attitudes of teachers have been ignored. This paper reports the implications of the initial belicfs of primary school teachers involved in a professional development program about science and technology education. In particular, a mismatch between teachers views of learning and teaching is identified and analysed. Specializations: Science education, professional development Specialisation: primary science and technology education     

Cirriculum and assessment innovation in science

Concerns about pupils' underachievement have stimulated various curriculum and assessment innovations in recent years. One such innovation is the British Graded Assessments in Science Project (GASP). Research focusing on the implementation of GASP highlights issues about the process of educational change, and raises the question of whether innovators take into account lessons learned from past innovations. This paper reports on two case studies of GASP implementation, showing the degree to which teachers took on board the philosophy of the scheme. The results show that even volunteer teachers, familiar with GASP, exhibit barriers to change which are well documented in the literature. One conclusion is that those developing and supporting curriculum and assessment innovation should be informed by past experience, and find real ways of helping teachers to make the changes which are required to meet the demands of the innovation. Specializations: assessment, investigations in science, progression in learning science.     

The development of a K-3 science program in the context of the National Science Statement and Profile

This paper highlights the challenges and problems in developing an innovative K-3 science program to support teachers in the implementation of the national Statement and Profile in science. The program has been developed by the authors in association with the Curriculum Corporation. The paper outlines the assumptions made about teachers of young children, the role of research in the construction of the program, and the extent to which the Statement and Profile have influenced the process. The resolution of a number of key problems in this curriculum development is discussed: responding to teachers' needs for a base of science discipline knowledge, developing strategies for working scientifically with very young children, and helping teachers develop an extended understanding of the nature of science. Specializations: early childhood science and technology education. Specializations: primary science education, teacher education in science, adult experiences of science and technology, and curriculum development.     

Teachers' perceptions of technology education: Implications for curriculum innovation

This paper describes research into teachers' perceptions of technology education carried out as part of the Learning in Technology Education Project. Thirty primary and secondary school teachers were interviewed. Secondary teachers interpreted technology education in terms of their subject subcultures as did some primary teachers. The primary teachers were also influenced by current initiatives, outside school interests and teaching programs. Specializations: investigations in science, science and technology education. Specializations: learning theories, history and philosophy of science, chemical education.     

Teacher perceptions of professional development needs and the implementation of the K-6 science and technology syllabus

This study examines teacher perceptions regarding professional development practices used in a region of the NSW Department of School Education to support the implementation of the K-6 Science and Technology Syllabus. The findings from a survey of 97 teachers indicate that teachers have a preference for ‘traditional’ models of in-service which may not bring about significant changes. Teachers also perceive that change is brought about through the influence of external factors such as in-service and resources which are not directly the responsibillity of individual teachers. This contrasts with the perception that the inability to change is due to internal personal qualities. Specializations; K-6 teacher education in science and technology education, children's learning in science and technology.     

The reluctant primary school teacher

The study attempts to identify the factors which affect teacher's reluctance to teach science, then explains an approach to help teachers teach science in a worthwhile manner over the school year while monitoring any changes in their confidence and competence. It was found that the condidence and competence of the teachers improved during the year such that they were able to teach successful science lessons on a regular basis. Specializations: primary science and technology education, curriculum development and implementation, teacher education. Specializations: primary science curriculum, early childhood education, gender and science. Specializations: primary science and technology education, issues related to girls in science and technology.     

Post-primary science teachers' perceptions of primary science education

Post-primary science teachers in Victoria were asked to express views about primary science curriculum design and implementation. They were also asked about the value of continuity between primary and post-primary science education. The post-primary teachers generally had favourable attitudes to primary science education and considered that cooperation would be useful-though it is not common at the moment. However, the data revealed a considerable range of opinion. Post-primary science teachers' views about primary science curriculum are similar to those of primary teachers themselves, but many post-primary teachers would place more emphasis on formal or textbook knowledge. Post-primary teachers see a number of systemic problems in implementing primary science education but their positive perceptions suggest the value of encouraging more structured links. The notion of continuity across the two sectors was well supported. Specializations: science education policy and practice, teacher education, school effectiveness. Specializations: science education, teacher education in science.     

Outcomes of the primary and early childhood science and technology education project at the university of Canberra

The aim of the Primary and Early Childhood Science and Technology Education Project (PECSTEP) is to improve teaching and learning in science and technology of by increasing the number of early childhood and primary teachers who are effective educators. PECSTEP is based on an interactive model of teaching and systematically links work on gender with the learning and teaching of science and technology. The project involves: a year-long inservice program which includes the development of a science curriculum unit by teachers in their schools; linking of the preservice and inservice programs; and the development of support networks for teachers. Each phase of PECSTEP has been researched by means of surveys, interviews and the use of diaries. Research questions have focussed particularly on changes in: teachers’ and student teachers’ attitudes to teaching science and technology; their perceptions of science and technology; their perceptions of their students’ responses and their understandings of how gender relates to these areas. Specializations: primary science curriculum, science teacher education, sociology of science, technology and education. Specializations: gender and science/science teacher education, feminist theory, curriculum theory. Specializations: Science education research, curriculum development.     

The evolution of an approach for using analogies in teaching and learning science

An important contribution to effective teaching and learning can be made by teachers' understanding of the central topics in each subject area and knowing how to transform their content knowledge into knowledge for teaching. One aspect of this knowledge is the use of analogies which can effectively communicate concepts to students of particular backgrounds and prerequisite knowledge. Indeed, analogies are considered to be an important component in the repertoire of effective teachers. However, research about teachers' use of analogies in science lessons provides little guidance about the optimum approaches that may be taken by preservice teachers, novice teachers, experienced teachers or reluctant analogy users. This paper describes the evolution of an approach for using analogies in science teaching that addresses both findings from the research literature and recognises the needs of practising teachers. Specializations: learning and teaching science concepts, technology education.     

Teaching and report writing in primary science: Case studies of an intervention program

Relatively little research has been conducted to monitor the role of writing in science lessons. This paper reports the findings of four case studies concerning the teaching and writing of science in isolated one-teacher schools. The teachers participated in an intervention program that aimed to facilitate the teaching of enquiry-based science. This program introduced an innovation consisting of instructional materials and a teaching approach. A multi-site case study design was used which involved regular lesson observations at the schools over a period of 12 months. Documents in the form of the students' written reports were used to supplement data regarding the teachers' use of the innovation. There was a variation in the extent and method of use of the innovation which was evident in the students' reports. Specializations: K-6 Science and technology curriculum and instruction, teacher perceptions.     

VCE chemistry as a curriculum innovation

Conclusion The difficulty of sharing meaning of curriculum intentions between different groups is highlighted in this study. The acceptance of the novel features of the Chemistry Study Design is mixed. The longitudinal nature of the study helped to identify the difficulty teachers had in understanding the meaning of these novel features although the experiences of teaching units in the VCE chemistry course have enabled some teachers to shift in their construction of the meaning of the words and messages around them. Specializations: chemistry and science education, technology and industry links with sicence in schools. Specializations: science and technology curriculum, environmental education, educational disadvantage. Specializations: curriculum change, science career paths. Specializations: science education, computers in schools.     

Subject competency of teachers and level of dependence on resource packs to teach levers,gears and pulleys

This pilot study set out to ascertain whether the level of dependence on resource material is related to teaching experience, existing understanding in mechanics, and perceived self confidence in science and technology. Details of teaching experience and qualifications were obtained from 11 experienced teachers and 10 initial teacher trainees, and understanding of mechanics was assessed by a written test. Each teacher worked through one commercially produced inservice pack about levers, pulleys or gears, and then prepared a 30 minute session for 4 ten year old children. Videos of the sessions were analysed with respect to the extent to which the pack was the sole focus; the amount of integration with other teaching aids and approaches; and the extent individual children's needs were satisfied. Although science qualifications influenced teacher confidence, they were not accurate predictors of relevant knowledge and teaching competence. As the majority of teachers followed pack instructions closely, the children's needs were not always well matched. Specializations: primary science and technology, teacher education. Specialisations: science education.     

How confident are primary school teachers in teaching science?

The recent nationalDiscipline Review of Teacher Education in Mathematics and Science outlines the lack of confidence of many preservice primary school teachers in teaching science. This study explores the attitudes of 170 primary school teachers in a Perth school district. By means of a simple questionnaire the perceptions and attitudes of these teachers about the following aspects have been examined: (1) background understanding of science; (2) preservice training; (3) interest in teaching science; (4) skill in teaching science; (5) confidence in the plant, animal, matter, energy areas, and (6) time spent teaching science. Besides compiling frequency responses for all teachers on these aspects comparisons have also been made on the basis of: (1) gender; (2) time of graduation, and (3) grade level taught. Specializations: Primary science, teacher attitudes. Specializations: Primary science, science teaching strategies, curriculum implementation, cognitive studies.     

Teacher professional development: Which aspects of inservice do teachers believe influence their classroom practice?

Research into teacher inservice in primary science generally focuses on evaluating the objectives of each program in terms of the immediate outcomes. Little research appears to have been conducted into the long term effects of interactive inservice programs on the classroom practice of the participants. During 1993 the long term effects of participation in the Primary Science/Technology Project (Sci-Tec), as perceived by the teacher participants, were investigated. Focus teachers who had participated in Sci-Tec between 1988–1991 were asked to provide information about their current science teaching practice, and about the influence that Sci-Tec had had on their current practice. Six of these teachers were then interviewed to determine which specific aspects of the project they believed had most influenced the development of their current classroom practice in teaching science. Specializations: inservice and preservice in primary science and technology.     

Technology in the curriculum: A vehicle for the development of children's understanding of science concepts through problem solving

This research was carried out over a period of ten months with children in Grades 2 and 3 (aged 7 and 8) who were participating in a sequence of technology activities. Since the introduction into Victorian primary schools ofThe Technology Studies Framework P-10 (Crawford, 1988), more teachers are including technology studies in their classrooms and by so doing may assist children's understanding of science concepts. Children are being exposed to science phenomena related to the technology activities and Technology Studies may be a way of providing children with science experiences. ‘Technology Studies’ in this context refers to children carrying out practical problem solving tasks which can be completed without any particular scientific knowledge. Participation in the technology activities may encourage children to become actively involved, thereby facilitating an exploration of the related science concepts. The project identified the importance of challenge in relation to the children's involvement in the technology activities and the conference paper (available from the first author) discusses particular topics in terms of the balance between cognitive/metacognitive and affective influences (Baird et al., 1990) Specializations: science and technology education, interest and attitudinal change. Specialization: technology in the primary school.     

The improtance of selected textbook features to science teachers

This paper reports the results of a study of teacher opinions about the features considered important in an ideal textbook. A survey of Queensland high school teachers revealed that they favoured texts that focus on student cognition and which provide useful features such as exercises and practical activities. Differences were found between the preferences of Queensland teachers and the preferences of teachers reported in two American studies. The significance of these differences for writers and publishers is discussed. Specializations: communication and cognition in science. Specializations: science education.     

Keeping up: A dilemma for science teachers

This paper is based on interviews with seventy-five science teachers in twelve schools across Australia. The interviews were conducted as part of a D.E.E.T. Project of National Significance. The purpose of the project was to develop a strategy for the professional development of science teachers. The main purpose of our interviews was to listen to teachers' views on what such a strategy should try to achieve. We asked them to talk about conditions affecting the quality of their work, their attitudes to teaching, their professional development, their careers, the evaluation of teaching, and Award Restructuring. Through these interviews we came to understand how many science teachers are loosely connected with potentially valuable sources of support for their professional development. In this paper we focus on one group of “loose connections”; those between science teachers and scientists in other fields, research in science education, and their colleagues within science departments in schools. Specializations: Science education, reflective practice, teaching and learning. Specializations: Professional development, educational evaluation.     

Assessment in the science classroom

This paper reports on research into two teachers' views and practices about assessment at the classroom level. Emphasis was given to practical work and its assessment. Findings suggest it is unhelpful to define practical work as distinct from other activities in the science classroom. Various methods used for assessing activity within the participant teachers' classrooms are described. The participant teachers were found to be primarily concerned about issues of ‘fairness’: task validity, reliability of assessment based on co-operative work and assessment of the affective domain. The place of teacher intuition in assessment is raised and briefly discussed. Directions for the ongoing research are foreshadowed. Specializations: science education, technology education, assessment and curriculum development.     

From science teacher to technology facilitator: A case study of Katherine

Technology education has a new focus in New Zealand with the publication of the draft Technology Curriculum. Biotechnology is mostly taught by science teachers in New Zealand secondary schools. This study monitors both the author's and the teacher's evolving perspective of technology education from that of applied science to technology and the influence of the draft Technology Curriculum on this process. Specializations: biotechnology/technology education, science education     

The technology-science relationship: Some curriculum implications

Technology encompasses the goods and services which people make and provide to meet human needs, and the processes and systems used for their development and delivery. Although technology and science are related, a distinction can be made between their purposes and outcomes. This paper considers four possible approaches to teaching students about the relationship between technology and science. Atechnology-as-illustration approach treats technology as if it were applied science; artefacts are presented to illustrate scientific principles. Acognitive-motivational approach also treats technology as applied science, but presents technology early in the instructional sequence in order to promote student interest and understanding. In anartefact approach, learners study artefacts as systems in order to understand the scientific principles which explain their workings. Finally, atechnology-as-process approach emphasises the role of technological capability; in this approach, scientific concepts do not have privileged status as a basis for selecting curriculum content. Specializations: science and technology education, educational evaluation, measurement of attitudes and interests.