The real world of elementary science
Date
1990
Authors
Youngward, Wayne Milford
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1990
Abstract
Science as an elementary school subject is often
unsatisfactory from both the teachers' and the students'
perspectives. This paper outlines a year-long qualitative
study of two grade four classrooms in a rural Alberta
school district, using classroom observation, interviews
with teachers and students, and participation by the
researcher in student activities and in teaching.
The study attempted to understand in a deep sense the
real world of elementary science as experienced by both
teachers and students, with a view to projecting how the
teaching/learning situation could be improved.
From the data collected, four "surface" (easilydiscerned)
factors interfering with the teaching/learning
situation emerged. They were that (a) teachers typically
had inadequate background knowledge and experience with
science, (b) teachers had scant understanding of appropriate
pedagogy for teaching the subject, (c) teachers
were unsure of student needs, abilities, and interests
vis-a-vis the subject, and (d) materials and supplies
were woefully inadequate. Pervading these factors was the
problem of inadequate teacher time for preparation and
presentation of good science lessons.
Two deeper themes emerged from the data as well.
There was a fundamental misunderstanding among teachers regarding the nature of science as a way of knowing and
discovering rather than a fixed body of knowledge. Teachers
also felt a deep fear of science, both as a school
subject and as a general area.
The data also revealed that students did not like or
dislike science per se, because they did not view science
as being differentiated from other subjects. Rather, they
liked or disliked whatever specific activities they were
engaged in. They enjoyed process-oriented science because
it tended to be more activity-based.
The study's major recommendation is that teacher inservice
in science be structured so that teachers have an
opportunity to do science process activities themselves,
so that they can develop their own meanings of the material.
Description
167 leaves : ill. ; 29 cm. --
Keywords
Science -- Study and teaching (Elementary) -- Alberta