preventingquality

4.1.3 What Factors are Currently Inhibiting Quality Teaching and Learning of Science? The focus group participants were quite clear about the major factors that inhibit quality teaching and learning of science: student focus versus content focus, resources, time and the quality of teachers. In many cases the participants felt they had little control over a large proportion of these factors which were school and system responsibilities. Teachers lack the time and opportunity to share ideas, collaborate, reflect, evaluate, adequately prepare and participate in ongoing learning/professional development. This lack of access, time and funding limits teachers’ opportunities to increase their skills, confidence and knowledge in science teaching. Focus group teachers agreed that poor resourcing is a major constraint to quality teaching and learning. Classes are too large to pursue quality practical work and often there is neither the physical nor human resources to support the practical classes. The large classes also limit the teacher’s ability to focus on individual learning opportunities for all students. Many classrooms lack adequate access to the equipment and laboratory assistance needed to teach and learn the physical sciences. Participants described curricula as overcrowded with content and, in consequence, having little emphasis on processes and skills. There is insufficient time to develop topics or go off on a tangent to follow students’ interests. It is important to plan the science curriculum as a whole, progressing from year to year. As one participant commented: “There is no harm in doing volcanoes three times provided progression is built into each session.” Normative assessment procedures are still widely used and they restrict creative and innovative teaching. Teachers need to feel confident and supported in using outcomes-focused strategies, and from focus group comments, it seems that an outcomes-focus is rarely used. The imposition of politically driven and constant changes to science teaching and learning is draining much needed resources: “Science teachers are spending too much time reinventing curriculum materials”, said one participant. Although a vast array of resources is available to teachers, there is no meaningful assistance for school-based curriculum decision making. Further, teachers do not have time to sift and evaluate resources. Many schools face difficulties in providing leadership and mentoring in terms of curriculum development and whole school strategies: Heads of departments are not always able to offer curriculum leadership as they are often employed for their management skills as distinct from their curriculum innovation and expertise. A major barrier perceived by participants was lack of commitment and recognition by schools, systems and the wider community to teachers and teaching. Teachers who feel valued will be encouraged to embrace new learning styles. As one of the participants states: The public perception of the teaching profession does not match the reality. The view [is] that teachers work from 8.30 to 3.30 five days a week for 39 weeks—those who can – do, those who can’t – teach. It is essential to attract younger teachers and graduates into what is now an ageing profession by recognising excellence in science teaching and providing enhanced career opportunities with attractive salary packages. One participant indicates the reasons why it is often difficult to attract quality graduates: The profession itself believes that it is underpaid for what it does. Many teachers would not encourage their students to become teachers. There may be various reasons for this; poor pay, low morale, little public recognition, work imposing itself on family life, preparation, school sport and increased administrative duties. Teacher education is most important to the quality teaching and learning relationship. Some focus group participants indicated poor teacher training was an inhibiting factor as many graduating teachers lacked a firm understanding of scientific principles. This was particularly noticeable in primary schools. Members of a community based focus group made the following observations: Very few school teachers have ever experienced science as a program i.e. they have never engaged in the process of scientific inquiry as it is practised by scientists— their knowledge of science is largely second hand and not based on authentic experience. It is important that the teachers really understand the things they are teaching, especially the basics, and I don’t see that. The range of different and individual student learning styles combined with a number of students who participate in disruptive classroom behaviour can inhibit quality teaching and learning. The curriculum in place in most schools does not engage these students as they find it difficult to see the relevance of science to their present lives and employment prospects. Even the most engaged and enthusiastic students may perceive science as irrelevant, too hard and involving large amounts of work. Focus group teachers believed that the comprehensive Commonwealth government funded literacy and numeracy programs have been the centre of the educational agenda for the past two years, particularly in primary school, thus reducing the priority given to science and its resourcing in many primary schools across Australia. Many participants provided anecdotal evidence from their own schools to support this claim Limited links between business and the wider science community are seen by focus groups as a significant limitation for the development of a quality teaching and learning relationship in schools. Outreach programs are not reaching a wide enough audience and there needs to be greater cooperation between schools, systems and scientific organisations.