Learning objectives
After reading this chapter, you should be able to:
Recognise ways in which primary teachers overcome common barriers to teaching science; and
Identify factors that limit students’ engagement and learning in science, and ways that these can be overcome.
Introduction
Modern curricula internationally promote science as an essential learning area that supports students in becoming scientifically literate. Scientific literacy enables citizens to participate knowledgeably in science-related debates and issues (see chapter 1). Science is an essential learning area in the Australian and New Zealand curricula, with scientific literacy promoted in both curriculum statements (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2012; Ministry of Education (MoE), 2007). There is considerable agreement amongst science educators that scientific literacy includes understandings of science concepts, the processes involved in scientific investigations, and the nature of science (Goodrum & Rennie, 2007; Hodson, 2009; Monk, 2006). However, scientific literacy is still a contested construct which is debated in the literature, with Roberts (2007) providing a useful summary of the various ways it has been defined (as discussed in chapter 1). The nature and importance of each of these aspects in relation to students’ learning are explored in chapter 6, and have also been debated in the literature (Abrahams & Millar, 2008; Wellington, 1998).
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