Primary teacher educators’ practices in and perspectives on inquiry-based science education: insights into the Australian landscape

Fitzgerald, Angela; Pressick-Kilborn, Kimberley; Mills, Reece

doi:10.1080/03004279.2020.1854962

Cited by 7 publications

(4 citation statements)

References 22 publications

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“…This may suggest that teachers are not aware of the role that universities could play in supporting primary science teachers, which is unsurprising because most preservice primary science PD programs, such as Primary Connections, are offered by separate government or private institutions. Perhaps universities could extend their strong primary science initial teacher education programs (Deehan, 2021(Deehan, , 2022Fitzgerald et al, 2021) into accessible micro credentials that provide teachers with the support they desire whilst maintaining the long-term viability of university ITE programs in the wake of the Covid-19 era (e.g., Gore et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Clearly, more needs to be done to translate the expansive evidence base of primary science teaching practices into improved teaching practice and student outcomes. Although Initial Teacher Education (ITE) programs have made promising strides in adapting their primary science programs to reflect inquiry-based and student-centred science teaching (Deehan, 2021(Deehan, , 2022Fitzgerald et al, 2021), the university sector does not reflect the unique and pressing challenges of the primary education sector. Accordingly, this paper seeks to draw on the perspectives of current Australian primary teachers about how they believe primary science education can be improved.…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

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Australian teachers’ views on how primary science education can be improved

Deehan

MacDonald

2023

Aust. Educ. Res.

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Teachers are crucial to bridging the theory-praxis divide in science education by utilising evidence-based teaching practices to improve outcomes for their learners. However, the perspectives of primary teachers have seldom been considered beyond the confines of specific professional development programs. This paper aims to explore Australian primary teachers’ beliefs about how primary science education could be improved. A sample of 165 primary educators responded to an open-ended digital survey prompt. The results showed that teachers viewed themselves and their colleagues as central to the improvement of primary science education as evidenced by the most prominent themes of Professional Development (47.27%), Funding-Resources (37.58%), Classroom Practice (21.82%) and Personal-Teacher Improvement (21.21%). Curiously, university did not feature strongly, suggesting the participants may hold neutral views regarding the impact of universities on primary science education. The findings should serve as a catalyst for future research and engagement with primary teachers. Universities could expand their roles in building relationships with and providing accessible professional development to a group of primary teachers who, quite rightly, view themselves as key to improving primary science education.

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Section: Discussionmentioning

confidence: 99%

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Australian teachers’ views on how primary science education can be improved

Deehan

MacDonald

2023

Aust. Educ. Res.

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“…According to Kennedy (2014), IBSE is the art of creating challenging learning situations, in which students observe and question a phenomenon, explain observations, design and conduct experiments to collect data to support theories or vice versa, analyze data, draw conclusions based on experimental data, and design and construct models. The IBSE concept engages students directly in student-centered activities in the classroom (Fitzgerald et al, 2021;Herranen & Aksela, 2019;Treagust et al, 2020). Moreover, IBSE classroom activities can implement 21st-century skills by encouraging students to collaborate with peers and teachers to solve learning problems (Fitzgerald et al, 2021;Harlen, 2012;Juntunen & Aksela, 2013;King, 2012;Saavedra et al, 2019;Sotiriou et al, 2017;Van Heuvelen et al, 2020).…”

Section: Askmentioning

confidence: 99%

“…The IBSE concept engages students directly in student-centered activities in the classroom (Fitzgerald et al, 2021;Herranen & Aksela, 2019;Treagust et al, 2020). Moreover, IBSE classroom activities can implement 21st-century skills by encouraging students to collaborate with peers and teachers to solve learning problems (Fitzgerald et al, 2021;Harlen, 2012;Juntunen & Aksela, 2013;King, 2012;Saavedra et al, 2019;Sotiriou et al, 2017;Van Heuvelen et al, 2020). The CThink4CS 2 Module utilizes the BSCS 5E Instructional Model to support IBSE principles.…”

Section: Askmentioning

confidence: 99%

Computational Thinking Through the Engineering Design Process in Chemistry Education

Samad,

Osman,

Nayan

2023

INT J EDUC METHODOL

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This study investigated the influence of CThink4CS2 Module on computational thinking (CT) skills of form four chemistry students. The CThink4CS2 Module integrated CT with the Engineering Design Process (EDP) in chemistry class. This study utilized quantitative research methods and quasi-experimental design. Quantitative data were collected using the Computational Thinking Skill Test (CTST) which consisted of algorithmic reasoning, abstraction, decomposition, and pattern recognition constructs. A total of 73 students were in the treatment group (n=39) and control group (n=34). Experimental data were described by means of descriptive analysis and inferential analysis employing two-way MANOVA analysis. The results of the analysis indicated significant differences in CT skills between groups; students in the treatment group demonstrated better results compared to those in the control group. The paper provides insight into the integration of CT and EDP as effective pedagogical strategies for inculcating CT skills.

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Examining the Metropolitan and Non-metropolitan Educational Divide: Science Teaching Efficacy Beliefs and Teaching Practices of Australian Primary Science Educators

Deehan

MacDonald

2023

Res Sci Educ

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The provision of quality science education is a global priority beset by longstanding challenges, which can be amplified in rural and regional contexts. This creates a dual problem where stakeholders must focus on the improvement of science education outcomes whilst being cognisant of the established divided between metropolitan and non-metropolitan learners. Considering the recent positive TIMSS results which showed equitable science results for regional, remote and metropolitan Australian year 4 students, this paper aims to examine the relationship between primary teachers’ school location and their science teaching efficacy beliefs and reported science teaching practices. A total of 206 Australian primary science educators responded to a cross sectional quantitative survey. Descriptive statistics, analysis of variance (ANOVA) and chi-square analyses found no statistically significant differences between metropolitan and non-metropolitan teachers on measures of science teaching efficacy beliefs and reported science teaching approaches. This apparent contradiction of established research themes merits deeper school and student-focused research to understand the practical implications that could arise from these findings.

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Primary teacher educators’ practices in and perspectives on inquiry-based science education: insights into the Australian landscape

Cited by 7 publications

References 22 publications

Australian teachers’ views on how primary science education can be improved

Australian teachers’ views on how primary science education can be improved

Computational Thinking Through the Engineering Design Process in Chemistry Education

Examining the Metropolitan and Non-metropolitan Educational Divide: Science Teaching Efficacy Beliefs and Teaching Practices of Australian Primary Science Educators

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