Primary Science Education in Australian Universities: An Overview of Context and Practice

Autor/in	Deehan, James
Titel	Primary Science Education in Australian Universities: An Overview of Context and Practice
Quelle	In: Research in Science Education, 52 (2022) 6, S.1735-1759 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Deehan, James)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-021-10026-6
Schlagwörter	Foreign Countries; Science Teachers; Teacher Education Programs; Elementary School Science; Science Education; Universities; Student Centered Learning; Relevance (Education); Preservice Teacher Education; Educational Practices; Team Teaching; Australia + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; University; Universität; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Relevance; Relevanz; Lehramtsstudiengang; Lehrerausbildung; Bildungspraxis; Teamteaching; Australien
Abstract	Stagnating test scores, underwhelming student scientific literacy and declines in post-compulsory science enrolment are major issues in Australian science education. Universities are central in improving science education, as a relatively small group of 33 higher education providers can directly influence generations of primary teachers responsible for foundational science learning. Since this is a major review of primary science practice at Australian universities, factors including, but not limited to, changing employment conditions, shifts in study modes and an ever-expanding research literature base need to be considered in a more contemporary review. This paper aims to describe the reported primary science practices, challenges and strengths of Australian teacher education programs through semi-structured interviews and online surveys with 17 academics and analyses of public materials on university websites. Thematic analyses reveal noteworthy diversity in approaches, united by authenticity and student-centred learning. Key strengths included robustness of educational approaches, relevance and teaching team compositions. Key challenges included time, external pressures, resources and student capacity. These nuanced findings will be discussed as they relate to teaching and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01