Resilience of Science Teaching
Philosophies and Practice in Early
Career Primary Teaching Graduates

Bartholomew, Rex; Anderson, Dayle; Moeed, Azra

doi:10.12973/eurasia.2012.824a

Cited by 7 publications

(4 citation statements)

References 17 publications

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“…This points to a degree of pedagogic knowledge and raises the question of how these skills could be used to improve their science teaching? While research indicates that there are very few science components in initial teacher education programmes (Bartholomew, Anderson & Moeed 2012) which explains their poor science knowledge, the topics the teachers selected to teach were fairly simple and taught year after year. It would appear that an experienced teacher could prepare herself better with regard to scientific knowledge.…”

Section: Discussionmentioning

confidence: 99%

Teaching science in the foundation phase: Where are the gaps and how are they accounted for?

Arthur

Beni

Stears

2019

South African Journal of Childhood Education

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Previous research by Beni, Stears and James (2017) reported on the way in which foundation phase teachers interpreted the curriculum to enable them to teach natural science. Their study found that the biggest challenge for teachers was the poor guidance received from the curriculum as to what and how they should teach natural science. Content topics were not specified, neither were possible instructional methods suggested in the curriculum. In the light of these findings, further research focused on how science teaching unfolded in the classroom.Engagement with science in the early years may act as a catalyst in developing learners' interest in science in later years. In doing so, it could supply learners with opportunities to expand their inherent curiosity about the natural world (Rocard et al. 2007), enabling the acquisition of knowledge, skills and values which will form the basis of their future learning (Sackes et al. 2010). Yet, science is not always the priority in primary schools as one may expect (Campbell & Chittleborough 2014). It has been suggested that improved resources, more time spent engaging Background: Foundation phase teachers are not science specialists; however, they are expected to teach science. It is important that research determines where teachers face challenges in teaching science in order to assist them to bridge the gaps and to improve their competence in teaching science. Aim:The aim of this research was to explore teachers' implementation of the science curriculum.Setting: The research was conducted in a primary school in a province of South Africa. Four foundation phase teachers participated in the study.Methods: This interpretative, qualitative study used classroom observation, learners' workbooks and post-observation interviews to develop an understanding of teachers' science knowledge, their facilitation of hands-on science investigations as well as the nature of their interaction with learners in the science classroom. Results:The findings revealed that teachers were not competent in teaching science and when rated according to their profiles of curriculum implementation all four were allocated low scores. However, in-depth observations revealed that while teachers generally had poor science knowledge, they were competent in engaging learners through questions and activities. This pedagogic knowledge could have translated into pedagogic content knowledge should the teachers have attempted to spend more time preparing their science lessons to ensure that they mastered the necessary science content and science knowledge, as well as appropriate methodologies to teach science. Conclusion:Science education should be in the foreground in the foundation phase curriculum to encourage teachers to teach science as an integral part of the curriculum.

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Section: Discussionmentioning

confidence: 99%

Teaching science in the foundation phase: Where are the gaps and how are they accounted for?

Arthur

Beni

Stears

2019

South African Journal of Childhood Education

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“…The teaching statement is sometimes referred to as "statement of teaching philosophy" and captures the statement's purpose of teachers in the classroom (Oxley, 2015). Overall, from 28 reviewed articles, authors find some articles using the term in philosophy of science teaching (2 studies) (Matthews, 1988;Pospiech, 2003), philosophy of physics (6 studies) (Seeger, 1960;Crowe, 1999;Noll, 2002;Scott, 2015;Rajapaksha & Hirsch, 2017;Bächtold & Munier, 2019), philosophy of science in teaching (5 studies) (Terhart, 1988;Matthews, 1990;Elkana, 2000;Teixeira et al, 2012;Henke & Höttecke, 2015), teaching philosophy (2 studies) (Kurki-Suonio, 2011;Bartholomew et al, 2012), teaching statement (1 study) (Oxley, 2015), and teaching philosophy statement (12 studies) ( Beatty et al, 2009a( Beatty et al, , 2020a( Beatty et al, , 2020bGrundman, 2006;Eierman, 2008;Kearns & Sullivan, 2011;Alexander et al, 2012;Drolet, 2013;Supasiraprapa & De Costa, 2017;Laundon et al, 2020;Merkel, 2020;Trellinger Buswell & Berdanier, 2020). The most common words mentioned by the researchers on this issue are the teaching philosophy statement (TPS).…”

Section: Resultsmentioning

confidence: 99%

Teaching Philosophy Statement for Physics Teachers: Let’s Think About

Sumardani

Dujali

2021

JPII

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The statement of teaching philosophy reflects on teachers’ growth and dedication to achieve the goal and values. Concerning philosophy, physics is the most fundamental science discipline which has profound philosophical implications. This article aims to discuss the importance of the teaching philosophy statement (TPS) for sustaining the teaching-learning process in the classroom. Moreover, it also includes the authors’ TPS in teaching physics. This academic paper employs the systematic literature review and narrative literature review to explain scholarly opinion regarding teaching philosophy among physics and natural sciences philosophers. Three educational implications have been discussed. First, educators need to realize that not every student wants to be a physicist, and teachers need to manage this problem. More often, the physics teachers also have to think about addressing students with different abilities in the classroom. Second, as the facilitator of the learning outcomes, the teachers must possess good character and value-laden attributes necessary for teaching. Finally, the researchers of this study provide the TPS for physics, “Let Us Think About,” and philosophical implications in teaching physics. The term of teaching philosophy may vary based on the expert who writes it and its application in the classroom (i.e., philosophy in science teaching, philosophy of physics, philosophy of science in teaching, teaching philosophy, teaching statement, and teaching philosophy statement). However, the teaching philosophy statement is the most common phrase since Beatty et al. explain the concept in the early 21st century. In addition, the finding indicates that TPS is important for developing teachers’ way of thinking in the classroom setting.

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“…In line with this, this review has also discovered that not much concentration has been given to practitioners such as teachers and lecturers across the years of research studies in STEM education. Bartholomew, Anderson and Moeed (2012) revealed that content knowledge alone does not make a teacher. According to Kabilan (2003), Malaysian teachers need to learn continuously because continuous learning by teachers holds the key to the transformation of Malaysian schools, training, and preparing its learners to face challenges apart from improving the learners' performances.…”

Section: Discussionmentioning

confidence: 99%

A Review of Science, Technology, Engineering & Mathematics (STEM) Education Research from 1999–2013: A Malaysian Perspective

Jayarajah

Saat

Rauf

2014

EURASIA J MATH SCI T

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The purpose of this study is to explore the research base of STEM education in Malaysia through an analysis review of articles for a 14-year period, from 1999 to 2013. The research base review focuses on identifying four characteristics of STEM education: a) temporal distribution, b) the research areas involved in each discipline, c) the types of participants, and d) the methodological design employed. Published journals from webbased service providers were selected according to the original author's discussion of STEM education in the articles. The findings summarize the core consistencies of STEM education literature across the STEM disciplines throughout the years by identifying the STEM-related content addressed by professionals in their respective fields.

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Resilience of Science Teaching Philosophies and Practice in Early Career Primary Teaching Graduates

Cited by 7 publications

References 17 publications

Teaching science in the foundation phase: Where are the gaps and how are they accounted for?

Teaching science in the foundation phase: Where are the gaps and how are they accounted for?

Teaching Philosophy Statement for Physics Teachers: Let’s Think About

A Review of Science, Technology, Engineering & Mathematics (STEM) Education Research from 1999–2013: A Malaysian Perspective

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Resilience of Science Teaching Philosophies and Practice in Early Career Primary Teaching Graduates

Cited by 7 publications

References 17 publications

Teaching science in the foundation phase: Where are the gaps and how are they accounted for?

Teaching science in the foundation phase: Where are the gaps and how are they accounted for?

Teaching Philosophy Statement for Physics Teachers: Let’s Think About

A Review of Science, Technology, Engineering &amp; Mathematics (STEM) Education Research from 1999–2013: A Malaysian Perspective

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Product

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A Review of Science, Technology, Engineering & Mathematics (STEM) Education Research from 1999–2013: A Malaysian Perspective