A survey of pre-service primary teachers' experiences of science in schools

In 1990, a large proportion of third-year primary trainee teachers at Victoria College had observed or taught very few or no science lessons during the first two years of their course. The students felt that a lack of content knowledge, a crowded school curriculum, and problems associated with managing resources and equipment were the main factors contributing to the low level of science being taught in schools. By the end of their third year significantly more students had taught science than after the second year. There was also a change in approach to teaching science, with more practical activities being included than previously. The science method unit taught to the students in the third year of their course contributed to this increase. The students considered the hands-on activities in class to have been the most effective aspect of the unit in their preparation for the teaching of primary science. [Author abstract]