1. Neil Radford & Maria Dent ITE (Primary Science) University of Derby
Teachers’ perceptions of the importance of scientific literacy: implications for school curriculum and initial teacher education programmes
Neil Radford & Maria Dent
ITE (Primary Science) University of Derby

2. Aims and background:
Bybee and McCrae (2011, p8) warn that through simply studying science, an individual is not
“transformed from a passive recipient of information to an active and discerning consumer of information”
Contested science curriculum - balance between subject knowledge and applications of science
Purpose of science education – scientific literacy?
What is scientific literacy?
Two major camps (Holbrook & Rannikmae, 2009)
Central role for knowledge of science (short-term view)
‘Society usefulness’ science literacy for all,
reasoning skills in social context, meeting challenges
of rapidly changing world (longer term view)

3. At what level is teachers’ understanding of scientific literacy?
Aims and background:
At school level (Bybee, 1997) suggests scientific literacy considered at 4 functional levels:
Nominal (recognise scientific terms, but not meaning of them)
Functional (use scientific terms/vocab, but usually only out of context e.g. tests)
Conceptual and Procedural (understands relationships between concepts and can use processes with meaning)
Multidimensional (developed perspectives of science including nature of science, role of science and technology in personal life and society)
At what level is teachers’ understanding of scientific literacy?

4. Key questions:
To what extent do understandings and views appear to differ between science educators in different phases of education?
How do science educators’ views compare with the current debates connected to science curriculum?
What are the implications for initial teacher education (ITE) programmes (especially new School Direct programmes)?

5. Research design: Anonymous On-line survey, using Lime Survey
ed to partnership contacts (Secondary & FE through MA Education partnership and Primary & EYFS through ITE partnership)
Snowball sampling – forwarded to relevant science educators (meaning teachers of science at whatever phase of education)

6. Research design: Likert-style, open-ended and rank-order questions
Education phase, science job role (specialist?), qualifications
What are the important concepts in science education?
Purpose of science education?
Understanding of scientific literacy?
Desired changes to science curriculum?
Importance of knowledge and scientific literacy aspects for learners and teachers? (Likert-style)
Focus of ITE for science teachers ? (Ranking exercise)

7. Findings 1: Demographics & Changes to curriculum
33 completed responses; 14 Secondary & 19 Primary
Predictably, most ‘specialist science teachers’ were in secondary and ‘non-specialist science teachers’ in primary
Primary 11/19 ‘science co-ordinators’
Secondary 4/14 ‘science leaders’
Desired changes to curriculum:
Less prescriptive (11)
Focus more on practical work and scientific enquiry (10)

8. Findings 2: Important concepts & purpose
Most common (30 references) were specific science concepts e.g. forces, interconnections of energy, particle matter theory, evolutionary theory
Also common (19): investigative/enquiry skills
A few references to role of humans/links to everyday life (4)
Purpose:
‘to help pupils understand the world around them’ (22) – science concepts
Curiosity, interest and ask questions (17) e.g. ‘engage and enthuse children to explore and find out for themselves’ – science literacy
Enquiry skills and solve problems (15) – skills
Science knowledge and science career preparation (10) – science concepts

9. Findings 3: Scientific Literacy
Knowing science vocabulary and terminology (15) e.g.
‘Having the literacy skills to be able to understand scientific terms and key words and descriptions.’ (Secondary chemistry teacher)
‘Scientific literacy is the ability to understand and correctly use scientific vocabulary.’ (Primary science coordinator)
Links to ability to communicate science ideas (5)
Ability to engage with science in the media/range of sources (8)
Knowledge & understanding of science concepts (8)
Enquiry/investigative skills (8)
(2) ‘Never heard this term before’ (Primary science coordinator)

10. Findings 4: Likert-style responses – Chart showing mean scores
General agreement between secondary and primary teachers
Highest positive attitudes, applications to everyday life and skills
Knowledge of statistical principles lowest score
Primary higher for enquiry and thinking skills
Secondary higher for teacher subject knowledge and qualifications

11. Findings 6: What should be the focus of ITE for science educators?
Primary teachers
Secondary teachers
Developing scientific thinking skills
Most important
Science subject knowledge
Developing scientific enquiry skills
Confidence in science
Understanding learner misconceptions
Understanding the purpose of science education
Knowledge of teaching methods
Least important
Knowledge of science education theory

12. Analysis and conclusions 1:
Secondary teachers focus is more on subject knowledge for pupils, themselves and for trainee teachers – Exam focus (GCSE & ‘A’ Level)
Primary teachers focus is more about investigative and thinking skills for pupils, themselves and trainee teachers – Exam focus (SATS)
Many of the key aspects of scientific literacy are deemed important (Likert- style statements) but teachers’ perceptions of science literacy are very narrow across both phases of education. Consistent with short term view (Holbrook and Rannikmae, 2009) and Functional Level (Bybee (1997)

13. Analysis and conclusions 2:
Notions of the purpose of science education and its important concepts centre around ‘knowledge of the world around us’ – science subject knowledge and skills.
Little about generating positive attitudes to science or understanding limitations of science, engaging pupils in science or appreciation for science in the modern world
Teachers’ perceptions of science literacy, purpose of science education and lack of need for pre-service teachers to engage in science education theory suggests a narrow ‘technician’ view of the teachers’ role.

14. Discussion points: Implications
Free schools and academies – greater teacher autonomy and control over curriculum
School direct – greater school input to ITE, more insular, proliferation of ‘received wisdom’ of teacher as technician
Role for HEI in science ITE to maintain and promote science literacy, science education theory and the role of teacher as critical thinking professional
Bybee and McCrae (2011, p8) warn that through simply studying science, an individual is not
“transformed from a passive recipient of information to an active and discerning consumer of information”
Do teachers’ perceptions of science education encourage discerning consumers?