Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students' conceptual and pedagogical knowledge of science and on their attitudes towards teaching science in the primary classroom. A questionnaire, containing closed and open questions, was administered to students at the beginning and end of their science methodology course. The findings revealed that the science course had a positive impact on developing students' scientific content knowledge. While the students were positive about the prospect of teaching science, insufficient scientific content knowledge was a concern for many of them, as were concerns over various teaching methodologies and classroom management issues in teaching science. The findings of this study are worrying, as it is likely that high percentages of these students will enter the teaching profession with similar inaccurate conceptions of science as the students they will be teaching.Keywords: primary science; initial teacher education; science conceptual knowledge; attitudes towards science Introduction Concerns have been expressed nationally and internationally regarding the teaching of primary science. Such concerns centre on: insufficient time in the curriculum being devoted to hands-on investigative approaches to science; teachers' lack of competence and confidence in employing inquiry-based approaches to science; teachers' lack of scientific content knowledge; insufficient practical professional development courses for teachers; and concerns regarding initial teacher education courses in science (De Boo and Randal 2001;Goodrum, Hackling, and Rennie 2000;Jarvis and Pell 2004; OFSTED 2004;Murphy, Neil, and Beggs 2007;Osborne and Simon 1996;Varley, Murphy, and Veale 2008;Waldron et al. 2007;Wellcome Trust 2005).In Ireland, in response to, and in a bid to address, some of these concerns, science curricula at primary and post-primary levels were reviewed and developed. At postprimary level, a revised junior cycle science curriculum was introduced in 2003, which included a stronger emphasis on practical work (DES 2003). This revised syllabus differs from its predecessor in a number of ways, including reduced length, *Corresponding author. Email: cliona.murphy@spd.dcu.ie and increased emphasis on scientific investigation and on understanding the scientific concepts involved. For the first time ever, a significant element of coursework is based on the students' performance on practical elements of the course in addition to a terminal examination paper. It is hoped that this revised science syllabus will increase interest in science amongst students -leading to an increase in the uptake of science subjects at senior cycle level and third level (DES 2003, 3). The three senior cycle science syllabi have recently been r...
This study examined the multiple factors that contribute to the school readiness and early school progress of children living in an urban disadvantaged area. Structured interviews were undertaken with parents of children who had recently started school to elicit information about those aspects of children's health, and their home and neighbourhood contexts that may influence their school readiness. Questionnaires were administered to these children's teachers to assess the children's cognitive and socio-emotional school readiness and to identify influences on children's subsequent progress in their first year at school. Findings indicated that while the majority of children were ready for school, over one-third evidenced difficulties in relation to their cognitive abilities and socio-emotional skills. Regression analyses indicated that factors predictive of school readiness included parental living situation, parenting skills and preschool attendance. The factors cited as important in influencing children's subsequent school progress included children's characteristics, their home context, school and neighbourhood environment. Implications for policy and practice, notably preventive intervention programme development are discussed.
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