Research Study: What are teachers missing? Assessing availability and quality of educational resources within high school science classrooms in Australia to develop teaching tools

Summary of the results of our research study: What are teachers missing? Assessing availability and quality of educational resources within high school science classrooms in Australia to develop teaching tools

Chief Investigator Associate Professor Alice Motion, School of Chemistry, University of Sydney alice.motion@sydney.edu.au

Co-Investigators Sebastian Leach, Chemistry Honours Student (now graduate), School of Chemistry, University of Sydney; Dr Yaela Golumbic, School of Chemistry, University of Sydney

Research lay summary

Demographic Break down

The survey received 221 total responses with 78 of those incomplete, totalling 143 complete responses. Within these responses 76.2% of the teachers identified as female, the remaining male. 31.5% held a Bachelor’s, 25.9% a graduate diploma, 7.0% an Honour’s degree, 28.0% a Master’s degree, and 7.7% a PhD. 60.1% of teachers were at public schools, 24.5% at private, 11.2% at independent, and 4.2% at other. 66.5% of the teachers were located in metropolitan areas, while the remaining 33.5% were at regional, rural, or remote schools. The demographic data was used to compare subsequent questions relating to access to laboratory teaching equipment, facilities, class size, teaching methods, and other classroom circumstances. Responses were explored both quantitatively and qualitatively, i.e., through statistics or open ended response questions.

Main results

Laboratory equipment and school facilities access:

The most salient differences in this category were between government (G) and non-government (NG) sector schools, with non-government schools having significantly more equipment to teach with. The largest differences arose in advanced glassware (G: 52.3%, NG: 76.5%), computer/laptops (G: 64.8%, NG: 88.9%), experimental devices (G: 51.2% NG: 80.4%), fume-hoods (G: 62.7%, NG: 80.4%), and laboratory technicians (G: 74.4%, NG: 90.2%). This trend was similar but weaker when comparing metropolitan to rural, regional, and remote schools.

Class size:

Class size is particularly important in the science classroom as it may influence both the access to resources for the students and teachers, as well as the individual feedback a teacher can provide. HS science teachers at government schools had significantly larger class sizes than those at non-government schools. Specifically when contrasting appropriateness for class size in teaching practical and non-practical classes, teachers felt that their class size was significantly less appropriate for teaching practical classes. This indicated a unique interaction with practical classes and class sizes in science.

Teacher attitudes:

We wanted to examine teacher attitudes. In this section, we identified whether or not teachers enjoy their teaching, feel that they have enough time, the importance of which they perceive STEM education. In general, teachers felt that they had enough training, knowledge & skills, and training. However, teachers felt that they did not have enough time to prepare their lessons. In this area, non-government teachers felt that they had more time to prepare their lessons than government teachers.

With regards to how teachers feel about their job; teachers reported that they enjoy teaching, and that STEM education is important for students to contribute positively to society.

Language:

45% of responses reported that educational resources for science instruction should be offered in languages other than English. This is a large portion, indicating a need for consideration of ESL students who are a large proportion of the student population. This is especially important within science disciplines, as it is difficult to learn a complicated scientific topic, as well as a second language, simultaneously.

Relevant tertiary experience:

Responses indicated the proportion of teachers within biology, chemistry, and physics who have experience in that field at university. In general biology teachers had more tertiary experience with biology than chemistry or physics teachers at third year or above (89.7%). Chemistry teachers were next with 69.2% having chemistry experience at third year or above. Physics teachers were the last, with only 51.4% of teachers having third year or above tertiary physics experience.

Teaching methods:

We asked about a variety of preferred teaching method amongst science teachers. These included science excursions, resources, as well as whether or not teachers preferred inquiry-based learning or cookbook experiments within science education. The most positively received teaching method was inquiry based learning where teachers rated ‘Student-driven investigative experiments’ the best at engaging students with science. The worst received were 'cookbook' experiments where students are meant to follow a lab manual and report results.

Conclusions

There were significant differences between high school science classrooms across Australia in terms of access to laboratory equipment, class sizes, and methods of instruction, qualifications, attitudes, and language. We have identified important areas within the science classroom that should be addressed.