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Review of Science Education Literature and Reports: Contents

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Executive Summary
Acknowledgments
Chapter 1 - Introduction
Chapter 2 - Review of Science Education Literature and Reports
Chapter 3 - The Research Approach
Chapter 4 - Summary of Results
Chapter 5 - Quality in Teaching and Learning of Science
Chapter 6 - The Picture of What is Actually Happening in School Science
Chapter 7 - Achieving Quality in the Teaching and Learning of Science: Recommendations for Change
Appendics
References
List of Tables
List of Figures

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CHAPTER 2 REVIEW OF SCIENCE EDUCATION LITERATURE AND REPORTS

2.1 - Introduction

2.2 - The Importance of Scientific Literacy

2.2.1 - The Meaning of Scientific Literacy
2.2.2 - An Aside about Technology

2.3 - Teaching and Learning in Science

2.3.1 - How Students Learn
2.3.2 - Implications for Teaching
2.3.3 - Assessment Must Complement Teaching and Learning

2.4 - Assessment

2.4.1 - Formative Assessment and the Support of Learning
2.4.2 - Problems with Traditional Forms of Summative Assessment
2.4.3 - Standards Referenced Forms of Assessment
2.4.4 - Reporting Achievement Information to Parents
2.4.5 - Equitable Assessment

2.5 - Social Justice and Science Education

2.6 - The Science Curriculum in Australia

2.6.1 - Curricula and Transition Between Levels of Schooling

2.7 - Student Participation in Science in the Post-Compulsory Years of Schooling

2.7.1 - Diversification of Science Subject Offerings in the Upper Secondary Curriculum
2.7.2 - Enrolment Trends Between 1980 and 1998

2.8 - Levels of Student Achievement in Science

2.8.1 - Assessment Tasks
2.8.2 - Middle Primary
2.8.3 - Lower Secondary
2.8.4 - Final Year of Secondary Schooling

2.9 - Teacher Education

2.9.1 - Preparation of Science Teachers
2.9.2 - Science Teacher Preparation in Australia

2.10 - Teacher Supply and Demand

2.11 - Professional Teaching Standards

2.12 - Professional Development

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CHAPTER 3 THE RESEARCH APPROACH

3.1 - Focus Groups

3.2 - Teacher and Student Surveys

3.2.1 Sample Parameters for the Student and Teacher Surveys
3.2.2 Telephone Survey of Teachers
3.2.3 Student Survey

3.3 - Submissions from Interested Groups

3.4 - Case Studies

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CHAPTER 4 SUMMARY OF RESULTS

4.1 - First Series of Focus Group Meetings

4.1.1 - What are the Characteristics of Quality Teaching and Learning of Science in our Schools?
4.1.2 - What Do You Actually See Happening in Schools?
4.1.3 - What Factors are Currently Inhibiting Quality Teaching and Learning of Science
4.1.4 - How Can These Factors be Addressed so as to Improve the Teaching and Learning of Science?

4.2 - Teacher Telephone Survey

4.2.1 - Results of the Primary Teacher Telephone Survey
4.2.2 - Results of the Secondary Teacher Telephone Survey

4.3 - Student Survey

4.3.1 - Summary of Responses to Primary Science Questionnaire
4.3.2 - Summary of Responses to Secondary Science Questionnaire

4.4 Submissions from Interested Groups and Individuals

4.4.1 - Perceptions of Science
4.4.2 - Innovation
4.4.3 - Status of Teachers
4.4.4 - Quality of Teacher Education
4.4.5 - Teacher Supply and Demand
4.4.6 - Resources
4.4.7 - Professional Standards
4.4.8 - Professional Development
4.4.9 - National Focus
4.4.10 - Safety

4.5 - Second Series of Focus Group Meetings

4.6 - Case Studies

4.6.1 - Examples of School Programs
4.6.2 - Examples of Moving Towards an Outcomes-Focused Curriculum
4.6.3 - Curriculum Change and Innovation
4.6.4 - Supporting Teachers
4.6.5 - Promoting Science Learning Through Community Resources

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CHAPTER 5 QUALITY IN TEACHING AND LEARNING OF SCIENCE

5.1 - Themes 1 to 3: The Science Curriculum

5.1.1 - Commentary on Themes 1 to 3

5.2 - Theme 4: The Teaching–Learning Environment in Science

5.2.1 - Commentary on Theme 4

5.3 - Themes 5 and 6: Teaching as a Profession

5.3.1 - Commentary on Themes 5 and 6

5.4 - Themes 7 and 8: Resources for Teaching and Learning Science

5.4.1 - Commentary on Themes 7 and 8

5.5 - Theme 9: The Value of Science Education

5.5.1 - Commentary on Theme 9

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CHAPTER 6 THE PICTURE OF WHAT IS ACTUALLY HAPPENING IN SCHOOL SCIENCE

6.1 - School Science Curriculum

6.2 - Science Teaching, Learning and Assessment Practices

6.2.1 - Primary
6.2.2 - Secondary

6.3 - Student Achievement in Science

6.4 - Student Participation in Science

6.5 - Resources Available to Support Science Teaching

6.5.1 - Curriculum Resources
6.5.2 - Science Budgets, Consumables, Equipment and Facilities

6.6 - Teacher Status and Ongoing Professional Growth of Teachers

6.7 - Preservice Teacher Education

6.8 - National Focus on School Science Education

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CHAPTER 7 ACHIEVING QUALITY IN THE TEACHING AND LEARNING OF SCIENCE: RECOMMENDATIONS FOR CHANGE

7.1 - Principles and Assumptions

7.1.1 - The Purpose of Science Education is to Develop Scientific Literacy
7.1.2 - The Focus for Change is Closing the Gap Between the Actual and Ideal Pictures
7.1.3 - Teachers are the Key to Change
7.1.4 - Change Takes Time and Resources
7.1.5 - Collaboration is Essential for Quality

7.2 - Recommendations

7.2.1 - Awareness
7.2.2 - Teachers—Supply and Demand
7.2.3 - Teachers—Initial Teacher Education
7.2.4 - Teachers—Professional Development
7.2.5 - Teachers—Professional Standards
7.2.6 - Resources
7.2.7 - Assessment
7.2.8 - National Collaboration
7.2.9 Implementation of these Recommendations

7.3 - In Conclusion

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List of Tables

Table 2.1 - Human and Material Resources for the Teaching of Primary and Lower Secondary Science

Table 2.2 - Numbers of Year 12 Students Enrolled in Various Science Subjects between 1980 and 1998
Table 2.3 - Percentage of Science Subject Enrolments that Were Female in 1980 and 1998
Table 2.4 - Percentages of Females and Males in the Year 12 Cohort Taking Various Subjects, and the Differences between Male and Female Percentages for 1980 and 1998
Table 2.5 - Percentages of the Year 12 Cohort Enrolled in Various Science Subjects in 1980 and 1998
Table 2.6 - Total Number of Year 12 Students and Total Number of Year 12 Science Enrolments from 1980 to 1998
Table 2.7 - Mean Scores and Standard Errors for Middle Primary Students from Australian States and Territories
Table 2.8 - Mean Scores and Standard Errors for Lower Secondary Students from Australian States and Territories .
Table 2.9 - Performance of Australia Compared to 12 Other Countries on Five Performance Tasks for Eighth Grade Students .
Table 2.10 - Mean Scores and Levels of Performance in the Four Conceptual Strands for Years 3, 7 and 10
Table 2.11 - Mean Scores and Levels of Performance in Working Scientifically for Years 3, 7 and 10
Table 2.12 - Enrolments 1989–1997: All Course Levels by Broad Field of Study
Table 2.13 - Teaching Staff (FTE) for Education 1989–1997 in Australian Universities
Table 2.14 - Budget, Student Numbers and Staffing for a Faculty of Education in an Australian University
Table 3.1 - Percentage of Full-Time Students and Percentage of Teachers in Australian Schools by Jurisdiction .
Table 3.2 - Intended and Actual Sample Sizes for the Teacher Telephone Survey
Table 3.3 - Intended and Actual Numbers of Schools Sampled by Jurisdiction
Table 3.4 - Intended and Actual Numbers of Schools Sampled by Sector for the Student Survey.
Table 3.5 - Breakdown of Student Questionnaires by Jurisdiction
Table 3.6 - Breakdown of Student Questionnaires by Sector
Table 3.7 - List of Case Study Sites and Focus
Table 4.1 - Curriculum Resources Used by Primary Teachers
Table 4.2 - Percentage of Primary Teachers who Mentioned a Characteristic of, or Approach to, Teaching Science at their School
Table 4.3 - Percentage of Primary Teachers Mentioning an Approach to Assessment
Table 4.4 - Percentage of Primary Teachers Mentioning an Approach to Reporting that was Used at their School
Table 4.5 - Percentage of Primary Teachers Mentioning Factors Limiting the Quality of Science Teaching
Table 4.6 - Percentage of Primary Teachers Nominating Various Approaches to Improving Science Teaching
Table 4.7 - Percentage of Secondary Teachers Who Mentioned a Particular Characteristic of, or Approach to, Teaching Science
Table 4.8 - Percentage of Secondary Teachers Who Mentioned Various Ways of Assessing
Table 4.9 - Percentage of Secondary Teachers Who Mentioned Various Approaches to Reporting
Table 4.10 - Factors Limiting the Quality of Secondary Science Teaching
Table 4.11 - Percentage of Secondary Teachers Mentioning Various Approaches to Improving the Quality of Science Teaching
Table 4.12 - Sample Description—Primary School Students
Table 4.13 - Learning Activities—Dealing with Content in the Primary School
Table 4.14 - Learning Activities—Practical Work in the Primary School
Table 4.15 - Thinking About Science in the Primary School
Table 4.16 - Teacher Feedback and Guidance in the Primary School
Table 4.17 - Links with Science Outside the Primary School Classroom
Table 4.18 - Computer Use for Science in the Primary School
Table 4.19 - Employment and Curiosity in the Primary School
Table 4.20 - Perceived Difficulty and Challenge in the Primary School
Table 4.21 - Sample Description—Secondary School Students
Table 4.22 - Learning Activities—Dealing with Content in Science in the Secondary School
Table 4.23 - Learning Activities—Practical Work in Science in the Secondary School
Table 4.24 - Thinking About Science in the Secondary School
Table 4.25 - Teacher Feedback and Guidance in Science in the Secondary School
Table 4.26 - Links with Secondary School Science Outside the Classroom
Table 4.27 - Computer Use in Science in the Secondary School
Table 4.28 - Enjoyment and Curiosity in Science in the Secondary School
Table 4.29 - Perceived Difficulty and Challenge of Science in the Secondary School
Table 4.30 - Perceived Relevance of Science in the Secondary School

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List of Figures

Figure 1.1 - Overview of the research design and data sources

Figure 2.1 - International comparisons of achievement for middle primary students
Figure 2.2 - Middle primary teachers’ preferences for a teaching career
Figure 2.3 - International comparisons of achievement for lower secondary students
Figure 2.4 - Lower secondary teachers’ preferences for a teaching career
Figure 2.5 - International comparisons for the top 10% of the final year cohort of students who participated in the physics test
Figure 6.1 - Sample middle primary TIMSS science test items
Figure 6.2 - Sample lower secondary TIMSS science test items
Figure 7.1 - Changes in emphasis required to teach for scientific literacy

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ISBN 0642455740
DETYA No. 6623DRED00A

This project was supported by funding from the Commonwealth Department of Education, Training and Youth Affairs under the Quality Outcomes Programme. It was carried out in collaboration with the Australian Science Teachers Association, the Australian Academy of Science and the Curriculum Corporation.

The views expressed here are those of the authors and do not necessarily represent the views of the Commonwealth Department of Education, Training and Youth Affairs.

© Commonwealth of Australia 2001.

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