Research in Science Education, 1994, 24, 368-369

DETERMINANTS OF THE COMPETENCE AND CONFIDENCE OF TEACHER EDUCATION STUDENTS STUDYING PRIMARY SCIENCE EDUCATION

lan Farnsworth & Bruce Jeans Deakin University

RESEARCH NOTE

This study investigated the views of primary teacher education about their secondary science experiences and science and science education generally. The students were all beginning certain science education units. It was considered that the perceptions students have at this stage could contribute to their success (or lack of success) in the science education units and in their implementation of school science in later years. The sample consisted of 148 students of whom 108 were female. Most students had taken some science through secondary school and a few had taken some post-secondary science. The questionnaire used contained items covering secondary experiences, interest in science, views about scientists or science, and views about primary science education. The students were also asked about their expectations of the unit which they were about to take.

RESULTS

Secondary science experiences

Most students reported either no change, or an increase in, interest in science during secondary studies. They were most interested in biology and environmental science and least interested in physics and chemistry. Most could remember some topics in a positive way and these topics were often from biology (particularly genetics), environmental science and astronomy. About one-third of the students remembered at least one science teacher considered to be 'excellent' and most considered their teachers to be adequate. About one- half of the sample had taken Biology in year 12 and one-quarter had taken Chemistry. Other subjects were taken in smaller proportions (probably because of low interest and variations in school offerings).

Views about science and scientists

The wider interest in science reported appeared to quite high (mean 6.8 on a scale from 0 to 10) and students indicated strong agreement with the proposition that science is important for world progress. There was more diversity of views about the value of science in controlling word population and about the complexity of science language. Some stereotypical views of scientists were evident (maleness, eccentricity, traditional equipment and clothing) but many students (at least 40) saw scientists as normal people (few knew a scientist personally). Some students noted that the questions about scientists encouraged stereotypical responses. This suggests a heightened awareness of the dangers of stereotyping.

Views about primary science

There was a strong view that science ought to be taught in primary schools (147 of the respondents believed this) and that science is important (mean value 8.6 on a scale from 0 to 10). Females supported this view even more strongly than males (difference significant at the 0.004 probability level).

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The students were able to suggest several topics that they considered children would like to learn. About 64% chose at least one topic that could be considered to be environmental in content and 40% mentioned at least one biological topic. Other topics mentioned covered a wide range but physical science content was relatively uncommon (mentioned by 20%). When asked about the likely enjoyment of children in learning about chemistry, physics biology, earth science, environmental science and technology it was notable that the mean estimates given by respondents were quite uniform and high (6.5 - 7.6 on a scale from 0 to 10). These estimates did not correspond with the students' reports of their own interests. There was also a belief that 'mixed' activities would be very enjoyable as would learning about things noticed in children's lives outside school. Females were more positive than males in predicting enjoyment in all of these topics and some differences were statistically significant at the 0.05 level.

The respondents generally did not accept that males learn science better than females or that experiments or activities are too messy or that doing science is dangerous. While it was evident that most of them did not want to become specialist science teachers, it was clear that almost all were favourably disposed towards science teaching and this view was stronger than the authors might have expected.

Expectations of the unit about to be taken

The students from whom these views were sought were undertaking a variety of science or science education units and there was a range of expectations consistent with this. However the largest group of expectations were concerned with 'How to teach primary science' (28%) and others were related to environmental topics (24%), biological topics (25%), physical or earth science topics (13%). A number of students (13%) expected to improve their basic science knowledge and some also mentioned interest rejuvenation.

Conclusion

This study suggests that most students entering science or science education units in pre- service primary teacher education courses have a positive attitude to the teaching/learning of primary science and see value in all domains of science for children at this stage. This was an unexpected finding. It was of concern however, that their interest in physical science topics was so low. This may be due to previous specific experiences in secondary science. Science and science education units should build on the positive attitudes of students and could develop physical science ideas through their significance in environmental and social problems.

AUTHORS

IAN FARNSWORTH, Lecturer in science education, Faculty of Education, Deakin University, Warrnambool, Vic. 3280. Specializations: science education, teacher education in science.

BRUCE JEANS, Professor, Faculty of Education, Deakin University, Warrnambool, Vic. 3280. Specializations: science education policy and practice, teacher education, school effectiveness.