This study investigated the current status and quality of teaching and learning of science in Australian primary and secondary schools, and compared the data with an ‘ideal’ of practice.
Fundamental to the ideal picture is the belief that scientific literacy is a high priority for all citizens, helping them to be interested in and understand the world around them.
The actual picture of science teaching and learning is one of great variability. The actual curriculum implemented in most schools is different from the intended curriculum. In some primary schools, science is not taught at all. When it is taught on a regular basis, it is generally student-centred and activity-based, resulting in a high level of student satisfaction. When students move to high school, many experience disappointment, because the science they are taught is neither relevant nor engaging and does not connect with their interests and experiences. Many science teachers feel undervalued, under-resourced and overloaded with non-teaching duties. University science teacher education is under-resourced and close to crisis, with faculty staffing profiles much smaller and older than ten years ago. The profile of science teachers is also aging.
Recommendations stressed the importance of attracting quality teachers to science; increasing funding and support for science education and science teacher education; and developing a national collaborative approach to curriculum and professional development resources. The final recommendation was that in five years time there be a review of the quality and status of science teaching and learning, assessing the impact of a range of current and emerging initiatives in this field, including the actions arising in response to this report.