Why teach primary science? Influences on beginning teachers' practices

Abstract

The state of primary science teaching has consistently been of concern for many years. While preservice primary teachers' feelings of inadequacy in teaching science have been partially addressed in some teacher education programmes, there is growing evidence to suggest that many of the problems about primary science teaching may arise from school contexts. The study reported here was a pilot investigation of the perceptions a small number of graduate teachers about their science teaching during their first eighteen months of teaching. Nine teachers were interviewed about their teaching of science, and field notes compiled regarding their classroom circumstances. The emergent themes related to their perceived self-confidence in teaching science and to school influences such as collegial support, resources, and the perceived importance of science in the curriculum.