The research is underpinned by a conceptual framework which sought, first, to define the “ideal” picture of quality in science teaching and learning, second, to determine the “actual” picture of what is happening in schools, and third, to develop workable recommendations to move towards closing the gap between the actual and ideal. Considerable effort was made to set the study in both national and international contexts, especially in regard to science curriculum experiences in the United States and the United Kingdom, and to collect a wide range of qualitative and quantitative data from major Australian stakeholders, including teachers, students, scientists and members of the community. In this way, the study builds on previous national and international studies, as well as students’ and teachers’ perceptions of the teaching and learning of science in Australian schools.
The study employed a mixed-method design that measured overlapping, but different, aspects of science education, enabling a richer description of ideal and actual pictures to be developed. Techniques and data sources included:
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a systematic review and analysis of state, national and international science education research, curriculum and policy documents and reports on participation and achievement in science, and work on professional standards;
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two rounds of focus group meetings of science teachers in each State/Territory, community members and scientists;
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a telephone survey of 505 teachers in government and independent schools, chosen by a stratified, random sampling procedure, representing a sampling rate of 1:400 of all Australian teachers;
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a student survey containing both rating-scale items and open-ended questions, completed by 4023 Years 5 to 11 students in schools chosen by a similar sampling procedure, representing a sampling rate of approximately 1:800 of all Australian school students;
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invited submissions from stakeholders and interested parties; and
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eleven case studies of best practice across the States/Territories.
Based on the literature review, document analysis, work on professional standards, case studies, submissions and the first round of focus group meetings, a picture of ideal science education was drafted around a series of themes. Using information from similar sources, together with new data from teacher and student surveys, a description of the actual picture was also prepared. Preliminary recommendations were prepared. The descriptions of the ideal and actual pictures and the draft recommendations were scrutinised by members of a DETYA-appointed Steering Committee, five “critical friends”, focus groups and collaborating partners. The draft version of the final report was prepared incorporating feedback from the process described. Again this was circulated to the Steering Committee members, critical friends, collaborating partners and DETYA. The final report incorporates feedback from all stakeholders.
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, to engage in the discourses of and about science, to be sceptical and questioning of claims made by others about scientific matters, to be able to identify questions and draw evidence-based conclusions, and to make informed decisions about the environment and their own health and well-being. The ideal picture is described in nine themes:
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The science curriculum is relevant to the needs, concerns and personal experiences of students.
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Teaching and learning of science is centred on inquiry. Students investigate, construct and test ideas and explanations about the natural world.
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Assessment serves the purpose of learning and is consistent with and complementary to good teaching.
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The teaching-learning environment is characterised by enjoyment, fulfilment, ownership of and engagement in learning, and mutual respect between the teacher and students.
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Teachers are life-long learners who are supported, nurtured and resourced to build the understandings and competencies required of contemporary best practice.
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Teachers of science have a recognised career path based on sound professional standards endorsed by the profession.
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Excellent facilities, equipment and resources support teaching and learning.
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Class sizes make it possible to employ a range of teaching strategies and provide opportunities for the teacher to get to know each child as a learner and give feedback to individuals.
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Science and science education are valued by the community, have high priority in the school curriculum, and science teaching is perceived as exciting and valuable, contributing significantly to the development of persons and to the economic and social well-being of the nation.
The actual picture of science teaching and learning is one of great variability but, on average, the picture is disappointing. Although the curriculum statements in States/Territories generally provide a framework for a science curriculum focused on developing scientific literacy and helping students progress toward achieving the stated outcomes, the actual curriculum implemented in most schools is different from the intended curriculum. In some primary schools, often 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. Traditional chalk-and-talk teaching, copying notes, and “cookbook” practical lessons offer little challenge or excitement to students. Disenchantment with science is reflected in the declining numbers of students who take science subjects in the post-compulsory years of schooling.
Many science teachers feel undervalued, under-resourced and overloaded with non-teaching duties. Education systems are experiencing constant change as they attempt to respond to the changing needs of society. Many teachers lack the resources and professional development support needed for this time of change to be a period of personal growth; rather, it becomes a time of stress and feelings of inadequacy. It is, therefore, not surprising that up to half of our teachers of science would like a career change out of teaching.
Despite a spirit of cooperation among States and Territories, there is wasteful duplication of effort in preparing curriculum resources and resources for the professional development of teachers. University science teacher education is under-resourced and close to crisis, with faculty staffing profiles much smaller (and older) than 10 years ago. The profile of science teachers is also aging, with expected shortages in the near future due to retirements and the recruitment of younger teachers overseas.
The recommendations are based on five premises:
- The purpose of science education is to develop scientific literacy which is a high priority for all citizens, helping them to be interested in, and understand the world around them, to engage in the discourses of and about science, to be sceptical and questioning of claims made by others about scientific matters, to be able to identify questions and draw evidence-based conclusions, and to make informed decisions about the environment and their own health and well-being.
- The focus for change is closing the gap between the actual and ideal pictures of school science education.
- Teachers are the key to change.
- Change takes time and resources.
- Collaboration between jurisdictions is essential for developing quality science education resources.
Recommendations:
- 1. Awareness
- 2. Teacher - Supply and Demand
- 3. Teachers - Initial Teacher Education
- 4. Teachers - Professional Development
- 5. Teachers - Professional Standards
- 6. Resources
- 7. Assessment
- 8. National Collaboration
- 9. Implementation of these Recommendations
Awareness
Recommendation 1 - It is recommended that the Commonwealth and educational jurisdictions promote the importance of science education in schools, particularly its fundamental role in developing scientific literacy.
Suggested Actions
1.1 DETYA should refer the report to MCEETYA, PMSEIC and the Minister for Industry, Science and Resources for consideration of response strategies.
1.2 The Commonwealth promote national collaboration to develop a school kit or set of resources that demonstrate the importance of science to the Australian people, what being scientifically literate means, and how scientific literacy can be developed in science education.
1.3 The Commonwealth and educational jurisdiction promote the interaction between scientists (in scientific organisations, private companies and universities) and teachers and students in schools as a way of making science more tangible and relevant, particularly to secondary school students.
[Top of Recommendations]
Teachers—Supply and Demand
Recommendation 2 - It is recommended that incentives be provided to attract larger numbers of quality students into science teaching and to retain experienced teachers in the classroom.
Suggested Actions
2.1 The Commonwealth and educational jurisdictions provide HECS-exemption scholarships to students commencing science teacher education, and training support for science professionals making a career change into science teaching.
2.2 Educational jurisdictions provide incentives for experienced and advanced skills teachers of science to remain in the classroom.
[Top of Recommendations]
Teachers—Initial Teacher Education
Recommendation 3 - It is recommended that funding for preservice teacher education, and in particular for preservice science education, is increased to rejuvenate a diminished and ageing university staffing profile and to make possible a pedagogy that models best practice.
Suggested Actions
3.1 DETYA review the approach used to fund universities and increase the weighting for teacher education.
3.2 Universities with Commonwealth support, fund science education units on the same basis as science units rather than as education units.
3.3 MCEETYA examine the roles of all stakeholders in the preparation and employment of beginning teachers. The NSW Review of Teacher Education could form a basis for this examination, which might include the funding of the practicum component of teacher education.
3.4 DETYA extend the guidelines for the Commonwealth’s Science Lectureship Program to include innovations in science teacher education.
[Top of Recommendations]
Teachers—Professional Development
Recommendation 4 - It is recommended that educational jurisdictions provide teachers with the support of ongoing professional development to help them teach science in ways that promote improved learning outcomes that contribute to scientific literacy.
Suggested Action
4.1 Educational jurisdictions develop a Strategic Plan for Ongoing Professional Development to help teachers provide science learning experiences that promote the development of scientific literacy and to keep them abreast of the continual changes in science and science education.
[Top of Recommendations]
Teachers—Professional Standards
Recommendation 5 - It is recommended that the Commonwealth and the States/Territories continue to support the development of professional standards for science teaching and the national implementation of these standards.
Suggested Action
5.1 The Commonwealth supports the further development of professional standards for science teaching at three levels: for certification, for teacher registration, and for advanced skills teachers.
[Top of Recommendations]
Resources
Recommendation 6 - It is recommended that educational jurisdictions provide teachers with conditions and resources necessary to teach science in ways that promote scientific literacy.
Suggested Actions
The suggested actions have been divided into two sections—primary and secondary—based on the different needs of these two levels of schooling.
Secondary
6.1 The Commonwealth fund a national science education project for the compulsory years of secondary schooling that will produce quality curriculum resources and an integrated quality professional development program. Both the resources and program will demonstrate how student-centred inquiry science can be taught in ways that achieve learning outcomes that contribute to scientific literacy.
6.2 Each educational jurisdiction prepares a strategic plan to be implemented over three years, to provide appropriate resources to all secondary schools to support the teaching of science that promotes the development of scientific literacy.
6.3 Educational jurisdictions examine the amount of time devoted to science at the secondary level and ensure that sufficient time is allocated to allow a high level of achievement of learning outcomes.
6.4 Educational jurisdictions reduce class sizes in science to encourage more activity-based, inquiry-oriented science in a safe environment.
Primary
6.5 Each educational jurisdiction prepares a strategic plan to be implemented over three years, to provide appropriate resources to all primary schools to support the teaching of science that promotes the development of scientific literacy.
6.6 DETYA commission an evaluation of Primary Investigations and its professional development model with a view to revising the resource and making it available to schools using an on-line/CD-ROM approach.
6.7 Each educational jurisdiction ensures that sufficient time is allocated to science in primary schools, and schools ensure that science is taught to all classes.
[Top of Recommendations]
Assessment
Recommendation 7 - It is recommended that the Commonwealth assist educational jurisdictions to reform assessment practice so that assessment more effectively serves the purpose of improving learning. Assessment must focus on the learning outcomes associated with scientific literacy.
Suggested Actions
7.1 The Commonwealth fund a national project to develop a resource bank of science assessment techniques and tasks that can be used by teachers to assess learning outcomes associated with scientific literacy.
7.2 The national monitoring of scientific literacy be supported. Such monitoring should be conducted with carefully selected samples of students rather than testing entire populations of students. This will allow performance testing to be conducted on an economically viable basis so that the full range of competencies associated with scientific literacy can be assessed.
[Top of Recommendations]
National Collaboration
Recommendation 8 - It is recommended that a national focus be encouraged to promote collaborative approaches to research and data collection, innovation, and development of curriculum and professional development resources for science education.
Suggested Actions
8.1 A National Council for Science Education be established under the auspices of MCEETYA or PMSEIC to foster a national focus, share information, encourage national co-operation and innovation in science education.
8.2 DETYA extend and elaborate the collection of appropriate data regarding the demand and supply of science teachers and the participation of students in upper secondary science courses.
8.3 The Commonwealth establish a National Science Education Innovation Fund, to be administered by the National Council for Science Education, to fund innovative national projects in science education.
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Recommendation 9 - It is recommended 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.
[Top of Recommendations]
Improving the scientific literacy of students is the main purpose of school science education. Scientifically literate persons will be able to contribute to both the social and economic well-being of Australia.
Australian educational jurisdictions have developed modern and progressive curriculum frameworks for school science, however, there is a considerable gap between the ideal or intended curriculum and the actual or implemented curriculum. There is great variability between schools in the quality of science education. In primary schools, where science is taught, it is generally student-centred, activity-based and stimulates the curiosity of students. In the compulsory years of secondary schooling, most students find science unrelated to their interests or concerns, and in many schools science does not develop the learning outcomes that contribute to scientific literacy.
The set of carefully articulated recommendations presented in this report provide the Commonwealth and educational jurisdictions with strategies that can be implemented to improve the teaching and learning of science in Australian schools. As we commence the third millennium, a greater priority must be given to building the scientific literacy of our people if Australia is to experience social and economic well-being. At this time, the greatest priority is to improve the quality of school science in the compulsory years of secondary schooling so that all students can experience a science education that will make a difference in their lives, and attract our best young minds into science research and careers to make Australian industry internationally competitive.
A report of this kind is only developed with the support and encouragement of the range of stakeholders in science education.
The research team wish to thank their collaborative partners in this project for their interest, commitment and assistance with some data collections:
Australian Science Teachers Association
Australian Academy of Science
Curriculum Corporation
We thank the following Steering Committee members who provided valuable direction and guidance:
Marg Colvill – Australian Science Teachers Association
Elizabeth Dawson – DETYA
Susan Dennett – CESCEO
Colin Hodges – Australian Secondary Principals’ Association
Reba Jacobs – DETYA
Nancy Lane – Australian Academy of Science
Jim Scott – CESCEO
Pauline Sharma – Melbourne Catholic Education Office
Jim Watterston – Australian Primary Principals’ Association
Ken Webb – National Council for Independent Schools’ Association
Ailsa White – Department of Industry, Science and Resources
The research team appreciated the collegial advice provided by the following Critical Friends:
Fred Deshon
Nola Duncan
Peter Fensham
John Rice
Peter Russo
The research team also wish to thank the enthusiastic and committed members of the Science Teachers Associations in each State and Territory for their assistance in organising focus groups and surveys of students and teachers.
We appreciate the insightful input provided by the following colleagues who participated in focus group meetings in England:
Paul Black — King’s College London
Barbara Buzzard — Leicester University
Justin Dillon — King’s College London
Richard Duschl — King’s College London
Jenny Harrison — Leicester University
Tina Jarvis — Leicester University
Frankie McKeon — Leicester University
Robin Millar — University of York
Jonathon Osborne — King’s College London
Laurence Rogers — Leicester University
The authors are indebted to our Project Officer, Helen House, whose outstanding organisational skills were always appreciated. Libby Lee and Julie Ireland provided very helpful research assistance.
We thank Heather King for efficient formatting of the report.
Finally, we thank the many students, teachers, scientists and community members for contributing their valuable insights into the teaching and learning of science.