Abstract
MyScience is a primary science education initiative in which being in a community of practice is integral to the learning process. This paper describes the ongoing journey to date of eight primary teachers from three primary schools who actively participated in MyScience over an extended period. Their views of interactions with mentors and students were analysed, in part, using attributes associated with both ‘communities of practice’ and the ‘nature of science’. Findings reveal teachers’ new understandings about the teacher–student relationship and learning within a community of practice. Implications for science teaching and learning in primary school community of practice settings are discussed.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Notes
At the time of data collection the Sydney metropolitan area comprised four Regions in the government-run, public education system.
COGs is an acronym for ‘Connected Outcome Groups’, a teaching program containing a variety of units of work that is often used by public school teachers. COGS units typically have a limited focus on science concepts. See, for example: http://www.curriculumsupport.education.nsw.gov.au/timetoteach/cogs/index.htm (accessed 16 November 12).
Primary Connections is an Australian primary science initiative: see http://science.org.au/primaryconnections/ (accessed 3 January 2013).
STANSW is the acronym for the Science Teachers’ Association of NSW (www.stansw.asn.au).
References
Appleton, K., & Kindt, I. (2002). Beginning elementary teachers’ development as teachers of science. Journal of Science Teacher Education, 13, 43–61.
Ben-Ari, M. (2001). Constructivism in computer science education. Journal of Computers in Mathematics and Science Teaching, 20(1), 45–73.
Bogdan, R., & Biklen, S. (2007). Qualitative research for education: An introduction to theory and methods (5th ed.). Boston: Allyn and Bacon.
Boland, J. (2010). Teaching and learning through civic engagement: Prospects for sustainability in teacher education. Issues in Educational Research, 20(1), 3–18.
Borg, T. (2009). The tenacity of teachers: The evolution of a teacher community of practice. Unpublished Doctoral thesis. Charles Sturt University, Bathurst
Carlone, H., Haun-Frank, J., & Kimmel, S. (2010). Tempered radicals: Elementary teachers’ narratives of teaching science within and against prevailing meanings of schooling. Cultural Studies of Science Education, 5, 941–965.
Darby, L. (2005). Science students’ perceptions of engaging pedagogy. Research in Science Education, 35(4), 425–445.
Dobey, D. C., & Schafer, L. E. (1984). The effects of knowledge on elementary science inquiry teaching. Science Education, 68, 39–51.
Feasey, R. (2012). Thinking and working scientifically. In K. Skamp (Ed.), Teaching primary science constructively (4th ed., pp. 55–98). Melbourne: Cengage Learning.
Fensham, P. (2008). Science education policy-making: Eleven emerging issues: UNESCO. Retrieved September 20, 2011 from http://unesdoc.unesco.org/images/0015/001567/156700e.pdf.
Forbes, A., & McCloughan. (2010). Increasing student participation in science investigations in primary schools: The MyScience initiative, Teaching Science, 56(2), 24–30.
Forbes, A., & Skamp, K. (2013). Knowing and learning about science in primary school ‘Communities of Science Practice’: The views of participating scientists in the MyScience initiative. Research in Science Education, 43(2), 1005–1028.
Girod, M., & Twyman, T. (2009). Comparing the added value of blended science and literacy curricula to inquiry-based science curricula in two 2nd-grade classrooms. Journal of Elementary Science Education, 21(3), 13–32.
Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5–12.
Hackling, M. (2005). Working scientifically. Perth: Education Department of Western Australia.
Harlen, W. (1985). Teaching and learning primary science. London: Harper & Row.
Harlen, W. (1996). The teaching of science in primary schools (2nd ed.). London: David Fulton.
Harlen, W. (1998). Teaching for understanding in pre-secondary school science. In B. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 183–197). London: Kluwer Academic.
Harlen, W. (2001). Taking children’s ideas seriously. Primary Science Review, 67, 14–17.
Harlen, W. (2009). Teaching and learning science for a better future. School Science Review, 90(333), 33–42.
Harris, C., & Rooks, D. (2010). Managing inquiry-based science: Challenges in enacting complex science instruction in elementary and middle school classrooms. Journal of Science Teacher Education, 21(2), 227–240.
Howitt, C., Rennie, L., Heard, M., & Yuncken, L. (2009). The scientists in schools project. Teaching Science, 55(1), 35–38.
Hume, A., & Coll, R. (2010). Authentic student inquiry: The mismatch between the intended curriculum and the student-experienced curriculum. Research in Science and Technological Education, 28(1), 43–62.
Jegede, O. & Aikenhead, G. S. (1999). Transcending cultural borders: Implications for science teaching. Retrieved July 15, 2011 from http://www.ouhk.edu.hk/∼rcwww/misc/jegede.htm.
Kelly, G. (2008). Learning science: Discursive practices. In A.-M. de Mejia & M. Martin-Jones (Eds.), Encyclopedia of language and education (Discourse and education, Vol. 3, pp. 329–340). New York: Springer.
Koliba, C., & Gajda, R. (2009). “Communities of practice” as an analytical construct: Implications for theory and practice. International Journal of Public Administration, 32(2), 97–135.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: University Press.
Lederman, N. (1992). Students’ and teachers’ conceptions of the nature of science: A review of research. Journal of Research in Science Teaching, 29(4), 331–359.
Levitt, K. (2001). An analysis of elementary teachers’ beliefs regarding the teaching and learning of science. Science Education, 86, 1–22.
Lumpe, A., Haney, J., & Czerniak, C. (2000). Assessing teachers’ beliefs about their science teaching context. Journal of Research in Science Teaching, 37(3), 275–292.
Lyons, T. (2006). Different countries, same science classes: Students’ experiences of school science in their own words. International Journal of Science Education, 28(6), 591–613.
Marbach-Ad, G., & McGinnis, J. (2008). To what extent do reform-prepared upper elementary and middle school teachers maintain their beliefs and intended instructional actions as they are inducted into schools. Journal of Science Teacher Education, 19, 157–182.
Metz, K. (1998). Scientific enquiry within reach of young children. In B. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 81–96). London: Kluwer Academic.
Morgan, A. (2012). Teaching science in the primary school: Surveying teacher wellbeing and planning for survival. Teaching Science, 58(3), 14–21.
NSW Department of Education and Training (2009). Perspectives on the benefits of MyScience in a Professional Learning Toolkit. Retrieved January 9, 2013 from http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/myscience/.
Newton, D., & Newton, L. (2011). Engaging science: Pre-service primary school teachers’ notions of engaging science lessons. International Journal of Science and Mathematics Education, 9, 327–345.
Patton, M. Q. (1990). Qualitative evaluation and research methods. London: Sage.
Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). London: Sage.
Palmer, D. (2008). Student interest generated during an inquiry skills lesson. Journal of Research in Science Teaching, 46(2), 147–165.
Rennie, L. (2007). Learning science outside of school. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 125–167). Mahwah: Lawrence Erlbaum Associates.
Skamp, K. (2012a). Teaching primary science: Trial-teacher feedback on the implementation of Primary Connections and the 5E model. Canberra: Australian Academy of Science.
Skamp, K. (2012b). Teaching primary science constructively (4th ed.). Melbourne: Cengage Learning Australia.
Smith, L., & Southerland, S. (2007). Reforming practice or modifying reforms?: Elementary teachers’ response to the tools of reform. Journal of Research in Science Teaching, 44(3), 398–423.
Tytler, R. (2007). Re-imagining science education: Engaging students in science for Australia’s future. Melbourne: Australian Council for Educational Research.
Tytler, R., Symington, D., Kirkwood, V., & Malcolm, C. (2008). Engaging students in authentic science through school-community links: Learning from the rural experience. Teaching Science, 54(3), 13–18.
Van Manen, M. (1997). Researching lived experience (2nd ed.). Canada: The Althouse Press.
Wenger, E. (1998). Communities of practice—learning, meaning and identity. New York: Cambridge University Press.
Wenger, E. (2006). Communities of practice: A brief introduction. Retrieved 4 July 2010 from http://www.ewenger.com/theory/index.htm.
Wilson, J., Krakowsky, A., & Herget, C. (2010). Starting early: Increasing elementary (K-8) student science achievement with retired scientists and engineers. IEEE Transactions on Education, 53(1), 26.
Author information
Authors and Affiliations
Corresponding author
Appendix 1
Appendix 1
Rights and permissions
About this article
Cite this article
Forbes, A., Skamp, K. ‘Because We Weren’t Actually Teaching Them, We Thought They Weren’t Learning’: Primary Teacher Perspectives from the MyScience Initiative. Res Sci Educ 44, 1–25 (2014). https://doi.org/10.1007/s11165-013-9367-9
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11165-013-9367-9