Post-primary science teachers' perceptions of primary science education

Abstract

Post-primary science teachers in Victoria were asked to express views about primary science curriculum design and implementation. They were also asked about the value of continuity between primary and post-primary science education. The post-primary teachers generally had favourable attitudes to primary science education and considered that cooperation would be useful-though it is not common at the moment. However, the data revealed a considerable range of opinion. Post-primary science teachers' views about primary science curriculum are similar to those of primary teachers themselves, but many post-primary teachers would place more emphasis on formal or textbook knowledge. Post-primary teachers see a number of systemic problems in implementing primary science education but their positive perceptions suggest the value of encouraging more structured links. The notion of continuity across the two sectors was well supported.