Skip to main content
SpringerLink
Log in

How Do Beginning Primary School Teachers Cope with Science? Toward an Understanding of Science Teaching Practice

  • Published:
Research in Science Education Aims and scope Submit manuscript

Abstract

This study emerged from a consideration of how some beginning primary school teachers cope when faced with teaching science. Primary teachers typically lack science content knowledge and therefore the science pedagogical content knowledge (PCK) that enables them to teach science. Aspects of a group of beginning primary school teachers' science teaching practices were consequently examined in order to understand better the basis of their practice. In particular, science PCK and its relationship to “activities that work” were considered, illuminated by findings about activities that work from a separate study with practicing teachers. The main assertion arising from this study is that activities that work have a close relationship with science PCK. A number of implications for primary science curriculum emerge from this assertion, such as considerations for preservice teacher education science courses and the nature of the primary science curriculum.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Similar content being viewed by others

References

  • Abell, S. K., & Roth, M. (1992). Constraints to teaching elementary science: A case study of a science enthusiast student. Science Education, 76, 581–595.

    Google Scholar 

  • American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.

    Google Scholar 

  • Anderson, R. D., & Mitchener, C. P. (1994). Research on science teacher education.In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 3–44). New York: Macmillan.

    Google Scholar 

  • Appleton, K. (1977). Is there a fairy godmother in the house? Australian Science Teachers Journal, 23(3), 37–42.

    Google Scholar 

  • Appleton, K. (1991). Mature-age students – how are they different? Research in Science Education, 21, 1–9.

    Google Scholar 

  • Appleton, K. (1995). Student teachers' confidence to teach science: Is more science knowledge necessary to improve self-confidence? International Journal of Science Education, 19, 357–369.

    Google Scholar 

  • Appleton, K. (2002). Science activities that work: Perceptions of primary school teachers. Research in Science Education, 32, 393–410.

    Google Scholar 

  • Appleton, K., & Kindt, I. (2002). Beginning elementary teachers' development as teachers of science. Journal of Science Teacher Education, 13, 43–61.

    Google Scholar 

  • Appleton, K., & Kindt, I. (1998, April). Teaching elementary science: Practices of beginning teachers. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Diego, CA.

  • Appleton, K., & Kindt, I. (1999). Why teach primary science? Influences on beginning teachers' practices. International Journal of Science Education, 21, 155–168.

    Google Scholar 

  • AustralianAcademy of Science. (1994). Primary investigations. Canberra,Australia: Australian Academy of Science.

    Google Scholar 

  • Australian Foundation for Science. (1991). First steps in science and technology: Focus on science and technology education No 1. Canberra, Australia: Australian Academy of Science.

    Google Scholar 

  • Australian Science, Technology and Engineering Council. (1997). Foundations for Australia's future: Science and technology in primary schools. Canberra, Australia: Australian Government Publishing Service.

    Google Scholar 

  • Bell, J., Veal, W. R., & Tippins, D. J. (1998, April ). The evolution of pedagogical content knowledge in prospective secondary physics teachers. Paper presented at the annualmeeting of the NationalAssociation for Research in Science Teaching, San Diego, CA.

  • Chan, K. (1998, April). A case study of physicist's conceptions about the theory of evolution. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Diego, CA.

  • Clark, J. M. (2001). A generative model for teacher development in primary science.Unpublished doctoral dissertation, University of Technology, Sydney, Australia.

  • Cochran, K. F., deRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: an integrative model for teacher preparation. Journal of Teacher Education, 44, 263–272.

    Google Scholar 

  • Cochran, K. F., & Holder, K. C. (1998, April). The development of pedagogical content knowing of prospective secondary teachers. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

  • Department of Employment, Education, and Training [DEET]. (1989). Discipline review of teacher education in mathematics and science. Canberra, Australia: Australian Government Publishing Service.

    Google Scholar 

  • Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization.American Educational Research Journal, 6, 207–226.

    Google Scholar 

  • Ginns, I. S., & Watters, J. J. (1994, April). A longitudinal study of preservice elementary teachers personal and science teaching efficacy. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

  • Goodrum, D., Hackling, M., & Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools. Canberra, ACT: Commonwealth of Australia.

    Google Scholar 

  • Grimmett, P., & MacKinnon, A. (1992). Craft knowledge and the education of teachers. Review of Research in Education, 18, 385–456.

    Google Scholar 

  • Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.

    Google Scholar 

  • Hardy, T., Bearlin, M., & Kirkwood, V. (1990). Outcomes of the primary and early childhood science and technology education project at the University of Canberra. Research in Science Education, 20, 142–151.

    Google Scholar 

  • Hardy, T., & Kirkwood, V. (1991, July). Challenging and developing teachers' conceptions of science education. Paper presented at the annual conference of the Australasian Science Education Research Association, Gold Coast, Australia.

  • Harlen, W. (1997). Primary teachers' understanding in science and its impact in the classroom. Research in Science Education, 27, 323–337.

    Google Scholar 

  • Holder, K. C., & Cochran, K. F. (1998, April). The nature of pedagogical content knowing and three mathematics student teachers: It's like pulling teeth.Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

  • Hope, J., & Townsend, M. (1983). Student teachers' understanding of science concepts. Research in Science Education, 13, 177–184.

    Google Scholar 

  • Jane, B., Martin, M., & Tytler, R. (1991). Changing primary teacher trainees' attitudes to science. Research in Science Education, 21, 188–197.

    Google Scholar 

  • Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 95–132).Dordrecht, The Netherlands: Kluwer.

    Google Scholar 

  • Mellado, V., Blanco, L. J., & Ruiz, C. (1998). A framework for learning to teach science in initial primary teacher education. Journal of Science Teacher Education, 9, 195–219.

    Google Scholar 

  • Miles, E. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.).Thousand Oaks, CA: Sage.

    Google Scholar 

  • Morine-Dershimer, G., & Kent, T. (1999). The complex nature and sources of teachers' pedagogical content knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 21–50). Dordrecht, The Netherlands: Kluwer.

    Google Scholar 

  • Napper, I., & Crawford, G. (1990). Focus folklore: Reflections of focus teachers on the Sci-Tech Inservice Project. Research in Science Education, 20, 230–239.

    Google Scholar 

  • Osborne, R., & Tasker, R. (1985). Introducing children's ideas to teachers. In R. Osborne & P. Freyberg (Eds.), Learning in science: The implications of children's science (pp. 136–150). Auckland, New Zealand: Heinemann.

    Google Scholar 

  • Queensland School CurriculumCouncil. (1999). Science: Initial inservice materials.Brisbane, Australia: Queensland School Curriculum Council.

    Google Scholar 

  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching.Educational Researcher, 15, 4–14.

    Google Scholar 

  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform.Harvard Educational Review, 57, 1–22.

    Google Scholar 

  • Skamp, K. (1989). General science knowledge and attitudes towards science and science teaching of preservice primary teachers: Implications for preservice units. Research in Science Education, 19, 257–267.

    Google Scholar 

  • Skamp, K. (1997). Student teachers' entry perceptions about teaching primary science: does a first degree make a difference? Research in Science Education, 27, 515–539.

    Google Scholar 

  • Skamp, K., & Mueller, A. (2001). A longitudinal study of the influences of primary and secondary school, university and practicum on student teachers' images of effective primary science practice. International Journal of Science Education, 23, 227–245.

    Google Scholar 

  • Smith, D. C. (1999). Changing our teaching: The role of pedagogical content knowledge in elementary science. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 163–198).Dordrecht, The Netherlands: Kluwer.

    Google Scholar 

  • Smith, D. C., & Neale, D. C. (1991). The construction of subject matter knowledge in primary science teaching. Advances in Research on Teaching, 2, 187–243.

    Google Scholar 

  • Symington, D. (1974). Why so little primary science? Australian Science Teachers Journal, 20(1), 57–62.

    Google Scholar 

  • Symington, D. (1980). Elementary school teachers' knowledge of science and its effect on choice between alternative verbal behaviours. Research in Science Education, 10, 69–76.

    Google Scholar 

  • Symington, D., & Hayes, D. (1989). What do you need to know to teach science in the primary school? Research in Science Education, 19, 278–285.

    Google Scholar 

  • van Driel, J. H., Verloop, N., & de Vos, W. (1998). Developing science teachers' pedagogical content knowledge. Journal of Research in Science Teaching, 35, 673–695.

    Google Scholar 

  • Varley, P. (1975). Science in the primary school. Brisbane, Australia: Research Branch, Department of Education, Queensland.

    Google Scholar 

  • Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54, 143–178.

    Google Scholar 

  • Walsh, M., & Lynch, P. (1985). Educating Rita: Part 2. Any more for science, and if so, why? Research in Science Education, 15, 13–17.

    Google Scholar 

  • Wandersee, J. H., Mintzes, J. J., & Novak, J. D. (1994). Research on alternative conceptions in science. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 177–210). New York: Macmillan.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Central Queensland University, Canada

    Ken Appleton

Authors
  1. Ken Appleton
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Appleton, K. How Do Beginning Primary School Teachers Cope with Science? Toward an Understanding of Science Teaching Practice. Research in Science Education 33, 1–25 (2003). https://doi.org/10.1023/A:1023666618800

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1023/A:1023666618800

Search

Navigation