Implementing a primary science curriculum : identifying key factors for success

Abstract

Every teacher holds an individual nature of, and a set of attitudes towards science, resulting from both formal and informal experiences. This influences the way science is delivered within the classroom environment, determining methods and strategies employed. Consequently, the formation of children's attitudes relies upon the way they learn science. This study is carried out amongst primary school teachers (15 in total) within an independent school. This case study research aims at determining teachers' attitudes and nature of science, and the influence they have upon science teaching practices. The researcher introduced a science curriculum within the school, and its implementation was monitored amongst the teachers. Data was collected through quantitative (questionnaires) and qualitative (interviews, lesson observation and diaries) measures over a three-year period (1999 - 2002). Teachers' familiarity and confidence with science content and processes determined the way science lessons were carried out, and even prompted a number of teachers to omit certain areas of the curriculum due to an aversion they felt with regards to particular concepts. Time constraints also triggered the exclusion of parts of the science curriculum. Teacher accountability is necessary, however teachers need to be supported, guided and monitored accordingly to successfully implement the science curriculum. The presence of a science co-ordinator would facilitate teacher guidance and support, as well as ensure that the science curriculum is implanted successfully.