An Analysis of the Perceptions of Teachers on Science Teaching

Abstract

Science has been made a compulsory subject at junior secondary level and senior secondary level ending at G.C.E Ordinary Level, considering the educational value of science for all citizens. Science is taught to provide scientific literacy to all students who do not have an opportunity to study science after Ordinary Level due to the selection of other subject streams or due to the termination of their formal education after Ordinary Level. The curriculum should also lay the foundation for higher education in the science streams at more advanced levels. Due to these reasons, the curriculum has to cover the life needs and higher educational needs during the compulsory education period. To address these needs, teachers should have a thorough understanding of the nature of science. Science is a subject which contains accumulated knowledge as well as the process of acquiring knowledge. The influence of science is essential to everyone for their life and vocational needs. Considering the aspects related to these perceptions, science educationists have identified process based science teaching instead of product based science teaching. There are various ends of science teaching:  integration of science vs. specialization of sciences,  product based science teaching vs. process based science teaching,  cognitive and affective. Parkinson (1994) states that breadth and balance have to be maintained in a curriculum. Therefore, teacher perception is very important in achieving the purpose of science teaching. It has been observed that the purpose of science teaching is not achieved at the expected level. There are many reasons for this, among which are some teacher related reasons. One is the teaching process which is determined by the perception of the teacher. Wellington (1996) states that the teacher’s view of what science is and what science education is have implications on the way that they present and teach in the classroom both on content and process. This paper aims to analyze teacher perceptions on science teaching. The research inquired whether teachers are in favour of teaching the process of science or the content of science and also about teaching separated sciences such as Physics, Chemistry, and Biology or integrated science.