Continuity in science education from primary to secondary (Year 3-Form 2)

Abstract

This dissertation reviews the Science syllabus at Primary and Secondary level. It evaluates the concepts and the skills included within the pupils' textbooks, with the aim of tracing areas of repetition of content, overlap and continuation. Teachers were asked about the curriculum and the transition from Primary to Secondary level. The Questionnaire for Primary school teachers was sent to a random sample of twenty schools chosen from urban and rural villages over Malta and Gozo. The Questionnaire for Secondary school teachers was sent to all teachers teaching science to Form one and two pupils in Malta and Gozo. The response obtained from the questionnaires was 67% and 64 % respectively for the two levels of education. Feedback from the pupils' point of view, was obtained by means of interviews with four pupils from Year six and another four pupils in Form one. Concept maps portray the progression of concepts throughout the years. The frequency of scientific skills included within activities was also recorded. This data gave a clear idea that skills are more evenly distributed in the Middle Years than in Primary science activities. A very positive note, which -emerged from the questionnaires, was that most teachers are aware of the importance of doing science. Also a good percentage expressed their opinion that science in the period under consideration, should focus more on the process than on the content.