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Teaching for Scientific Literacy? An Examination of Instructional Practices in Secondary Schools in Barbados

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Abstract

This study examined the extent to which the instructional practices of science teachers in Barbados are congruent with best practices for teaching for scientific literacy. Additionally, through observation of practice, it sought to determine the teachers’ demonstrated role in the classroom, their demonstration of learning through discourse, learning goals and the nature of classroom activities. Five hundred nineteen students from 12 of the 23 secondary schools on the island and 15 teachers across 8 schools participated in the study. Data were collected by means of a questionnaire, an observational schedule and field notes. It was found that while problem-solving and questioning were mainly used in the classroom, the use of experiments was among the least popular teaching strategies. Additionally, results showed that teachers’ display of the knowledge of the characteristics of scientific literacy was unsatisfactory. Generally, the findings indicate a gap between teaching for scientific literacy as expressed in the literature and current instructional practices in secondary science classrooms in Barbados.

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Authors and Affiliations

  1. Erdiston Teachers’ Training College, Pine Hill, St. Michael, Barbados

    Ramona E. Archer-Bradshaw

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  1. Ramona E. Archer-Bradshaw
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Correspondence to Ramona E. Archer-Bradshaw.

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Archer-Bradshaw, R.E. Teaching for Scientific Literacy? An Examination of Instructional Practices in Secondary Schools in Barbados. Res Sci Educ 47, 67–93 (2017). https://doi.org/10.1007/s11165-015-9490-x

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  • DOI: https://doi.org/10.1007/s11165-015-9490-x

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