Current Developments In Primary Science In The Global Context

Science Education Professional Development for Primary/Elementary Teachers: A Tale of Two Systems

Shawn E. Bell & Steven S. Sexton

Abstract

This paper reports on the illuminatory and exploratory phase of a study into how two educational systems are interconnecting content, policy, and teaching practice into science professional development (PD). New Zealand implemented a new curriculum in 2007 for full implementation in 2010, which should have altered how science was delivered in primary classrooms. New Zealand, however, began limited PD in science education in 2012. The state of Arkansas in the United States of America endorsed the Next Generation Science Standards in 2015, adopted the new Arkansas K-4 Science Standards in 2016 and Years 5–8 in 2017. Arkansas, however, began its science PD in 2015. Through face-to-face discussions during PD sessions, this study investigated how the teachers were experiencing PD explicitly based on the interconnections of content, policy, and practice. The results of this first phase highlight how due to their participation in PD, teachers in both Arkansas and New Zealand are now talking about how they build on what their students know and have experienced. The implications of this research note teachers not only need both the time and opportunity to experience learning but also support as they then implement their new learning into their own classroom practice.

Lets dive in...

In line with the current developments in primary science in the global context, the related article above had given significant insights which are interrelated to the current state of the development of the primary science.

The paper had emphasized the importance of science knowledge and how that knowledge are being delivered to the learners. Also, it was also mentioned in the paper that science professional development (PD) had helped the teachers in preparing for teaching their learners. PD is can be considered as one part of the development of the primary science.

Science Professional Development

It was highlighted in the paper that a science teacher’s professional development (PD) is significant in the learning process since it assists the teachers in integrating science knowledge and skills into the minds of the learners. Through PD, teachers would be able to understand how important it is to know and understand the correlation between concepts, teaching practice, and policy.

It was stated in the paper that primary teachers are not properly equipped with knowledge and understanding of science. By addressing where the teachers are lacking, PD would help the teachers in assessing their progress. PD is beneficial to teachers because it will help them in becoming a more effective teacher equipped with sufficient knowledge, skills, and experiences. The paper also suggested that many elementary and high school teachers in science does not have enough preparations and support to accomplish the task given to them. With PD, they would be able to address the issues which they are facing and can also solve the issues and improve their skills in order to deliver concepts effectively.

PD is one essential element in an effective science teaching – teachers will be able to deeply understand the content that they are sharing and their own students’ way of learning science. Science education PD is useful for teachers in delivering relevant, useful, and meaningful science concepts in a diverse classroom.

Barber and Mourshed (2007) argued, “you can have the best curriculum, the best infrastructure, and the best policies, but if you don’t have good teachers then everything is lost”. After the teachers have undergone workshops, they are able to give emphasis in the 2007 curriculum in which they give more importance on teaching Natural Science rather than referring to the 1991 document which is focusing on content areas of science. They can now see how content, policy and practices should be brought together and why they shouldn’t just focus on content and literacy in learning. PD workshops has given the teachers new ideas when it comes to teaching. They are now prioritizing their student’s experiences and existing knowledge to better connect to them. They are also working on getting students to use reason, think, and make sense of what they are observing and doing. Compared to the way of teaching that they did in the past they have become more eager and imaginative when to comes to doing their jobs. That is because they have fully grasped the knowledge that is necessary in teaching. With teachers undertaking workshops, New Zealand and Arkansas are expecting to see significant changes in their educational system.

Conclusion

Although this article has pointed out the good results of professional development the authors clarified that, it doesn’t mean that it works. Since there are various kinds of teachers there is a big difference between an expert teacher and an experienced teacher. The way they process things are different from each other. But they did, emphasize that research on understanding the connections between policy, PD, teachers, and students is essential. Teachers should be able know the things that they need to improve especially when it comes to teaching science in a classroom. According NMSSA in their 2012 study they are still hoping that even though only 2.43% of primary teachers have had the opportunity to participate, it will still make a change to the perception of teachers and students when it comes to science. A participant in the PD workshops suggested that ‘’participation in PD workshops should be mandatory’’, since it taught her a lot of skills which she is now sharing with her colleagues. And since teachers have now understood the importance of what and why they teaching it is expected that their students will also be able to understand what and why they are learning. New Zealand and Arkansas made sure that teachers should be able to support their students learning and development that is why they have highlighted the importance of PD workshops in teachers.