Three questionnaires directed at teachers of science were developed, one each for teachers of Grade 4, Grade 7, and Science 10. The Grade 4 and Grade 7 science questions were contained in the same questionnaire as the questions for mathematics teachers (see Chapter 9), since most teachers at those levels teach both mathematics and science to their classes. Each questionnaire contained sets of questions about the following areas: subject implementation and classroom practices, perceptions of subject topics in school, and student evaluation. A number of background information questions were also included. Overall descriptions of the questionnaires are provided in Chapter 2.

The first part of the teacher questionnaires asked teachers a variety of questions about themselves and their backgrounds. The responses provided by teachers of science at the Grade 4, 7, and 10 levels are presented below.

10.1.1.1 Age, Gender, and Teaching Experience of Science Teachers

Table 10.1 shows the gender, age, and teaching experience of Grades 4, 7, and 10 teachers of science in British Columbia (two questions are not reported because of ambiguity in the wording: whether the teacher was full-time or part-time, and the type of contract). Where available, information from the 1991 science assessment is also shown in the table.

Grade 4 teachers are predominantly female; Grade 10 teachers are predominantly male, but there has been a change in the demographics in British Columbia. In 1986, the gender distribution of Grade 4 teachers of science was 50% male, 50% female. In 1995, the percentages were 74% female, 26% male. It may be that this shift reflects a greater tendency for Grade 4 classroom teachers to be teaching their own science as part of an integrated program than was the case in 1986. It is also possible that, in 1986, there was greater use of science "specialists" within schools, and that these specialists taught science to a number of classes. At that time, specialists would have been predominately male.

Given that society deems it important that females not be discouraged or in any way restricted from developing their capabilities in science, and given the importance of role models in that process, it is alarming that the trend to more female science teachers in the secondary schools that was seen from 1986 (10% females) to 1991 (21% females) appears to have slowed practically to a halt (22% females in 1995). The ministry should investigate ways to encourage more gender balance in the population of junior secondary science teachers.

Similar to the situation with mathematics teacher ages, over 60% of Grade 10 science teachers are in the 30- to 50-year-old age bracket. This percentage is down slightly from 1991 (68%) and is offset by the increase in the pre-retirement age bracket (50-60 years old). The large group of teachers in the 40- to 60-year-old age bracket (over 50%) will have an effect on teacher training programs and teacher recruitment as this group moves towards retirement.

Table 10.1 Age, Gender, Teaching Experience, and Teaching Assignments of Science Teachers (10K)

10.1.1.2 Educational Background of Science Teachers

Several questions on the questionnaires pertained to teachers' educational backgrounds. Table 10.2 summarizes the educational backgrounds of British Columbia science teachers.

Most science teachers have had at least one methods course in the teaching of science. However, 19% of the teachers at Grade 4, 26% of the teachers at Grade 7, and 9% of the Grade 10 teachers have never had even one science methods course. It should be of major concern that such substantial percentages of teachers of elementary school science have never had even one methods course in the teaching of science. Universities should ensure that all elementary teachers take at least one science teaching methods course. It is recommended

Recommendation 10.1

That universities in British Columbia make mandatory at least one science teaching methods course for all students in elementary teacher education programs.

Table 10.2 Educational Background of Science Teachers (13K)

Further, elementary teachers should have opportunities to specialize in teaching elementary school science and to take advanced methods and science-oriented content courses to ensure that the level of science being taught in the elementary classrooms of British Columbia is appropriate. It is therefore recommended

Recommendation 10.2

That teacher education programs provide practicing elementary school teachers with the opportunity to take advanced methods and content-oriented courses , and to follow a specialty in teaching elementary science.

Most (68%) of the Grade 10 science teachers have a bachelor's degree in science, and 37% have a Bachelor of Education. Slightly more teachers have a master's degree than was reported in 1991. This trend is likely to continue as graduate program opportunities increase. Although not as great a concern as has been mentioned with respect to elementary teachers of science, a substantial percentage (9%) of Grade 10 science teachers have not had a single methods course. Similarly, a small percentage (3%) of Grade 10 science teachers report that they have never taken a science content course. In both cases, the percentages have decreased from those reported in the 1991 science assessment, possibly reflecting the tightening of university graduation requirements and school district hiring practices.

10.1.1.3 Science Teachers' Instructional Preferences

Teachers were asked to indicate which subjects and grade levels they preferred to teach. Table 10.3 reports the assignment and grade preferences for British Columbia science teachers; a discussion follows.

Table 10.3 Science Teachers' Instructional Preferences (10K)

Table 10.3 presents some interesting information. At the elementary levels, of the four main academic subjects, science is preferred least by teachers, likely reflecting their lack of preparation in science content and methods courses. Although the vast majority of Grade 4 and Grade 7 teachers (77% and 81% respectively) indicate a preference for their present teaching level, 27% of Grade 4 teachers indicate a preference for teaching the primary grades. The data do not indicate what percentage of Grade 4 teachers would prefer a primary assignment over their present assignment; all that can be said is that 23% of Grade 4 teachers of science would prefer an assignment at a different level of the system. Whatever percentage would prefer primary over Grade 4 may be a function of the present differentiation in teacher education programs into primary and intermediate programs, coupled with a view that there are primary and intermediate teachers, rather than elementary teachers prepared and qualified to teach all subjects K through Grade 7. The result is that primary teachers assigned to teach intermediate grades are often not sufficiently prepared to be confident with the intermediate subject matter and methodology. The reverse is often true in the case of intermediate teachers newly assigned to the primary level. Given the need to have as much flexibility in staff assignments as possible in times of economic restraint and teacher union agreements, it is perhaps time to examine present elementary teacher pre-service programs to determine the feasibility and desirability of preparing elementary teachers as K--7 teachers rather than as K--3 or 4--7 teachers. It is therefore recommended

Recommendation 10.3

That faculties of education examine their elementary teacher pre-service programs to determine the feasibility and desirability of preparing elementary teachers for all K-7 subjects rather than concentrating on a narrower focus. This examination should consider an expanded focus on the content and methodology of science.

Teachers responded to several questions relating to their teaching loads in science, involvement in professional development activities, and time spent outside of school on educational activities. Their answers to these questions are discussed next.

Table 10.4 Teaching Load and Instructional Organization in Science (10K)

10.1.2.1 Teaching Load and Instructional Organization in Science

Table 10.4 provides some comparison data regarding teaching loads and length of class periods, and an indication of the number of times classes meet in a given week for Grades 4, 7, and 10. Most of these questions are new in 1995. The table shows that the vast majority of elementary science teachers (Grade 4: 86%; Grade 7: 76%) teach science to only one class and, based on the most common number of classes per week (three or fewer) and the average length of each class (31 to 45 minutes), for not very much of the time. This is in sharp contrast to the situation in Grade 10: almost three-quarters (73%) of the Grade 10 teachers stated that they teach science more than 80% of the time, and about the same percentage (72%) teach four or more different classes of science. Obviously, these differences reflect the different organizational patterns in elementary versus secondary schools, and the need for greater specialization of teaching area as the grade level increases.

Most Grade 10 science classes are in the range of 46 to 75 minutes in length (typical for the common 5x8 linear timetable and semestered timetables). A proportion of Grade 10 teachers (17%) report that they have periods of more than 75 minutes. Most teachers meet their students three or fewer times per week. A greater number of contacts per week (>5) is indicative of a relatively small number of schools on a quarter system.

10.1.2.2 Time Spent on Educational Activities Outside of School

Table 10.5 provides a summary of the kinds of activities carried out by science teachers and the amounts of time per week that they are involved in each.

The table shows two main differences in teachers' activities, depending on the grade they teach. In Grade 4, 19% of teachers indicated spending more than two hours preparing or grading student tests or exams, compared to 26% of the Grade 7 teachers and 57% of the Grade 10 teachers. Similarly, a substantially greater percentage of Grade 10 teachers (26%) than Grade 4 (8%) or Grade 7 (16%) teachers reported spending three or more hours per week of out-of-class time with students.

Table 10.5 Science Teachers' Activities per Week Outside the Formal School Day (13K)

With respect to other activities, the amount of time per week that teachers spend is quite similar, regardless of grade taught. Reading and grading student work for more than two hours, for example, is carried out by 63% of Grade 4, 63% of Grade 7, and 67% of Grade 10 teachers. Slightly lower percentages of teachers spend more than two hours per week planning lessons (59%, 54%, and 59% for Grades 4, 7, 10). Meeting with parents, professional reading, updating student records, and administrative tasks occupy less time in each grade, with no major differences across the grades.

10.1.2.3 In-Service and Professional Involvements of Science Teachers

Teachers were asked questions about their participation in professional organizations and in-service activities. Their answers to these questions are presented in the next few sections.

10.1.2.3.1 Science Teachers' Professional Organizations

Table 10.6 summarizes teacher membership in various professional organizations.

Almost 40% of the science teachers at each grade level indicated that they do not belong to any of the listed organizations. Almost 40% of Grade 10 science teachers reported belonging to the British Columbia Science Teachers' Association, but very few of their elementary counterparts indicated such membership. Some teachers rely on departmental or school library memberships in professional organizations. Teachers should be encouraged to join their professional association and other related organizations. The British Columbia Teachers' Federation should pursue obtaining a tax deduction for teachers who pay fees to non-compulsory professional organizations.

Table 10.6 Science Teachers' Professional Organizations (8K)

10.1.2.3.2 Number of Science In-Service Sessions Attended

Teachers were asked how many science in-service sessions they had attended over the past four years. Results are shown in Table 10.7. The differences tend to reflect the generalist/specialist difference prevalent between elementary teachers and secondary teachers. Grade 10 teachers are much more likely to have attended science in-service sessions. Some of the difference may also be attributable to the need for elementary teachers to attend sessions pertaining to other subjects that they teach, especially if the other subjects are viewed as more critical (language arts, for example).

Table 10.7 Science Teachers' Attendance at Science In-Service Sessions Over the Past Four Years (8K)

10.1.2.3.3 Professional Development Activities of Science Teachers

Table 10.8 shows teacher responses to questions about the types of professional meetings that occur in schools between colleagues, various types of in-service available to teachers, and teachers' level of participation. Results from the 1991 science assessment are also included.

In all forms of professional development for elementary science there has been an increase since 1991 in availability of activities and teachers' participation at the Grade 4 level. The exception is summer school, with a drop from 12% participation in 1991 to 2% in 1995. The Grade 7 results are very similar to those for Grade 4, with the exception of summer school participation (constant at 2%). Teacher education programs need to examine their courses and continuing education offerings in elementary science education.

While there is an increase in availability and participation at the Grade 4 and Grade 7 levels, the percentages of teachers meeting with colleagues in relation to the teaching of science has dropped slightly (from 45% to 42% in each grade). In Grade 4, participation in school and district in-service is low at 38% and 39% respectively, possibly indicating few offerings or a lack of teacher interest and motivation with respect to the existing outdated curriculum. In Grade 7, the percentages are even lower: 21% and 28% participation respectively.

The low incidence of school based in-service at the elementary level may reflect a lack of understanding of the need for school-based planning of science programs, learning resources, materials and equipment, and professional development. As the 1991 assessment clearly pointed out, the pockets of strength in elementary science in British Columbia are scattered, and this situation has changed little over the past four years. The new K-7 Science Integrated Resource Package may stimulate teacher interest and participation in expanded professional development activities from all sources.

With respect to Grade 10, Table 10.8 shows that a large proportion of Grade 10 science teachers (92%) meet with colleagues about science. Naturally, most colleague-to-colleague meetings occur at the school level. About half the teachers who indicated that they meet with other teachers about science, do so at in-service events, other conferences, or at district-level meetings. Committee work and summer school activity continue to play valuable roles in colleague-to-colleague interaction. Teacher-to-teacher interaction and informal teacher talk are valuable activities in dealing with many of the issues and complexities facing science teachers today. Teachers should be encouraged to take advantage of the many professional development opportunities available and to become involved in district and provincial committees. The professional growth gained from the dialogue and interaction is of tremendous value for the teaching profession generally as well as for individual teachers.

As far as Grade 10 science teachers are concerned, the situation has changed little since 1991 regarding the various types of science in-service available and the level of teacher participation in each. Teachers tend to participate in school-developed in-service. They are less supportive or participatory in district and ministry workshops, or in out-of-school meetings. These results likely reflect a number of contributory factors: teacher workload; difficulty in attending the after-school workshops typical of ministry and district initiatives; and greater teacher reluctance to contribute personal time to their own professional growth. The higher participation rate in school-based professional development is likely because it is often provided during a non-instructional day and thus requires teacher attendance.

Table 10.8 Science Teachers' Professional Development Activities (13K)

10.1.2.3.4 Science Teachers' Ratings of Professional Development Activities

Teachers were asked to indicate the relative importance of various types of professional development activities and various sources of information for science teaching. Teachers' ratings, along with the results from 1991, are reported in Table 10.9.

Teachers at all levels seem to consider meeting with colleagues and workshops their most valuable forms of professional development, with television and personal involvement important sources of information. These activities reflect a close or more personal perspective as opposed to a broader or more global focus. This is borne out by a lack of interest in provincial activities such as provincial specialist associations, journals, and Ministry of Education curriculum, assessment, and examination committees.

Table 10.9 Science Teachers' Ratings of Professional Development Activities (15K)

In Grades 4 and 7, only meetings with colleagues shows an increase in the Very Important category. All other activities show a decline, or stay steady, in that regard. As far as Grade 10 science teachers are concerned, Table 10.9 shows a decline in the Very important response in every single category. These declines may reflect a situation where, although professional development is still rated as important, other teaching concerns are influencing teachers' opinions and decisions about whether or not to participate in professional development. Whether these declines constitute early signs of a serious morale problem building among science teachers is not clear. The situation should be investigated further, possibly through the provincial specialists' association or by the Ministry of Education.

As indicated earlier, the most important form of professional development is colleague-to-colleague interaction, and the second most important form is attending workshops. Watching science television programs, reading professional journals, attending science conferences, involvement in environmental or issues-based groups, and visiting a colleague's class are of equal and slightly less importance. Belonging to a PSA or working on a committee are thought to be of least importance for personal professional growth.

Teachers were asked whether there was a district or school science coordinator and whether the level of coordination they received was adequate. The role of the coordinator includes organizing and presenting professional development activities as well as helping individual teachers, among other coordination roles. These results, along with the results from 1991, are summarized in Table 10.10.

Table 10.10 Coordination of Science in Schools and Districts (8K)

At the Grade 4 level, the results clearly indicate a low level of support in elementary science for classroom teachers at both the school and district level. At the school level, about one teacher in four (27%) reported the presence of a coordinator/advocate/champion of science. There was a slightly higher figure of 29% for district coordination. The third item: "Is the science coordination you receive adequate?" received a positive response from only 23% of Grade 4 teachers. All three items show slightly higher positive responses than in 1991 , but they still represent the lowest positive responses on the entire assessment; this is highly significant given the deteriorating state of elementary science in British Columbia.

The student achievement results (see Chapter 5) and the stated inadequacy of science coordination make it clear that teachers need support with respect to providing quality science programs. The need for support in this area needs to be more fully examined by both the Ministry of Education and school district administrators. Districts and schools that have coordination should be examined as potential models for province wide implementation. Science coordination was highlighted as a weak area in 1991, and the situation has marginally improved at best. With the implementation of the new curriculum, coordination is an area of prime importance and needs to be addressed immediately. A quality elementary science program producing scientifically literate citizens will not result without substantial coordination support at all levels. It is strongly recommended

Recommendation 10.4

That the Ministry of Education provide funding to guarantee a coordinator of elementary science in every school district, and that school districts recognize and support coordination at the school level.

The role of the science coordinator in all school districts and elementary schools should be to act as a catalyst for the reformation of elementary science in British Columbia. As an advocate for quality elementary science programs, the coordinator must provide leadership and coordination of learning resources, materials and equipment, and professional development to support elementary science teaching and successful implementation of the new K-7 Science Integrated Resource Package in every school in the province. A school-based science specialist could teach all or some of the science program depending on individual school needs. The main advantage would be in having a local teacher as a support, coordinator, and advocate of elementary science. Teacher education programs and school districts, perhaps provincially with the Ministry of Education, need to offer courses and continuing in-service support for the role of the elementary science advocate, champion, or specialist.

At the Grade 10 level, only 56% of Grade 10 science teachers reported that they had any kind of science coordination in their schools, down from 62% in 1991. Slightly more than 50% of respondents indicated that there was no coordination of science at the district level. A relatively large percentage (22%) did not know the answer to this latter question. In these cases, it may be that responsibility for district coordination lies with a generalist district coordinator or district administrator who has the science "portfolio," along with many other tasks, as part of his or her job. Since the 1991 science assessment, the level and adequacy of science coordination, both at school and district levels, has declined. All schools need a person who has the responsibility, title, and commensurate salary allowance or release time to coordinate science. Similarly, school districts should seek as a priority the creation of district science coordinator positions or persons in schools who can be identified as resource people (science facilitators) for science.

While perhaps not as serious a situation as exists in elementary schools, the facts are that the levels of secondary science support at school and district levels are reported to have decreased since 1991. The extent to which coordination is viewed as adequate has correspondingly decreased. The arguments in favor of designated science coordinators/specialists for the secondary level are sufficiently similar to those in favor of elementary coordinators to warrant the recommendation

Recommendation 10.5

That the Ministry of Education provide funding to guarantee a coordinator of secondary science in every school district, and that school districts recognize and support coordination at the school level.

Clearly, the two foregoing recommendations do not necessarily imply that there be two science coordinators in each district. In many districts, elementary and secondary science coordination might reasonably be carried out by one person, or by two school-based teachers providing part-time district coordination. Whatever the arrangement, the teacher data and the decline in student achievement in the three grades assessed in 1995 argue strongly for immediate attention to the issue of science coordination.

Teachers were asked about their resources and facilities for teaching science in terms of the following: whether a type of resource was available; whether they used it; and whether the current situation was adequate for their teaching. The results are summarized in Table 10.11.

At all levels, teachers report having adequate audio-visual materials and equipment, and library materials. Students' perception of their use (see Chapter 3), however, indicates a possible gap between having and using. There is some software available for student use (Grade 4: 43%; Grade 7: 47%; Grade 10: 37%) but it is reported as inadequate (only 16%, 17%, and 12% of teachers say that the software is adequate). Software for teacher use is reported to be more adequate, but still by low percentages of teachers (16%, 20%, 33%). Supplies and field trip budgets are also reported as inadequate.

Table 10.11 Science Teachers' Opinions of Resources and Facilities (15K)

Computers are relatively available in all grades (80%, 79%, and 66% of teachers reported availability). Adequacy, however, is reported by no more than 34% of the teachers (Grade 7).

In almost every resource, at each grade level, the level of reported adequacy has dropped since 1991. This is a distressing situation, given that the need for adequate science equipment was stressed in the 1991 assessment report. The drop in student achievement scores in science processes, skills, and knowledge (see Chapter 5) supports teachers' reports of this inadequacy.

Table 10.11 shows that almost all Grade 10 science teachers report that science equipment and lab facilities are available and that they are used. A smaller percentage report that the equipment for student use is adequate. This percentage has dropped from the 1991 figures (from 69% to 60%). Similar results are reported for science supply budgets: only 39% of science teachers at Grade 10 report that their science supply budgets are adequate. Related to this, 65% of teachers report that their lab facility is adequate, and almost half (49%) of Grade 10 science teachers report the availability of some form of lab assistance. Less than 40% feel that assistance adequately meets their needs. Moreover, only 44% of science teachers at Grade 10 feel that they have adequate preparation time.

Budget constraints in the British Columbia school system are a reality; however, as science and technology gain in importance in society, the teaching of science also starts to demand greater attention. In order to move ahead in science education, the Ministry of Education, school districts, and schools must look at their spending priorities and provide greater support for all aspects of the science program. The trend toward hands-on science cannot take place in science labs in the absence of necessary equipment, supplies, and teacher time. Apart from possible questions around safety issues and concerns about not having a certified laboratory assistant on site at all times, it is apparent that in the growing complexity of teaching, science teachers at all grade levels need the sort of support provided by laboratory assistants or technicians. Accordingly, it is recommended

Recommendation 10.6

That schools and school districts provide greater support for science, particularly in terms of equipment and supplies budgets, and laboratory assistance.

Of great concern is the lack of support for hardware and science-related software for in-class use. More hardware and software are available at the elementary level, but the level of use and the reported adequacy of the hardware (and particularly the software) suggest that more computers for student and teacher use are needed in science classrooms. The scientific world is becoming more and more dependent on the use of computers to collect and manipulate data, and science is a highly information-based subject. Schools should endeavour to provide Internet access to students and teachers directly from each classroom. While this sort of access will not occur overnight, this is a goal that should be addressed over time. While 66% of Grade 10 science teachers report that they have access to computers, only 51% actually use them. The figures for Grade 7 are 79% and 44%; for Grade 4, 80% and 44%. In many instances the lower level of use may be attributed to physical location of the computers (e.g., computer lab). In other cases, the lack of appropriate software is likely a dominant factor. Only a small minority of teachers at all levels report that the student software situation is adequate (Grade 10: 12%; Grade 7: 17%; Grade 4: 16%). The situation with respect to hardware adequacy is somewhat better (Grade 10: 25%; Grade 7: 34%; Grade 4: 33%), but is still far from satisfactory.

The lack of software for teacher use and student use is quite clear. It is not because software for science is not available on the market; it is more likely that schools have not seen science-specific software as a necessary component of a science program. Many science teachers are also probably unaware of the potential to improve science instruction and learning in science through the use of computers as teaching, learning, and assessment tools in the classroom.

A similar concern can be expressed regarding the adequacy of library resource materials, both print and non-print. The quality of materials available to support current science is largely inadequate (nearly half of the teachers at each level report that library and audio-visual materials are inadequate). This situation must be rectified before the cost of updating and replacing all learning resources for science is impossible to meet.

There is a substantial difference between elementary and secondary schools in the availability and adequacy of safety equipment. Grade 10 teachers reported that safety equipment was available and used as needed. The situation here was reported as adequate by most Grade 10 science teachers. At the elementary levels, slightly less than half of the teachers in each grade reported unavailability of safety equipment, and only about a third indicated that the equipment was adequate.

With respect to outdoor education facilities and field trips, relatively small percentages of teachers reported that outdoor education facilities were available (Grade 10: 41%; Grade 7: 52%; Grade 4: 50%). Of note is the information that only 18% of Grade 10 teachers, 37% of Grade 7 teachers, and 34% of Grade 4 teachers actually use outdoor education facilities. Over half of the elementary teachers, but less than half of the Grade 10 teachers report using field trip funds (Grade 10: 38%; Grade 7: 49%; Grade 4: 62%); only about a quarter of the teachers at any level say that existing field trip funds are adequate.

10.1.5.1 Science Teachers' Teaching Strategies

Teachers were asked to indicate the extent to which they use various instructional practices and strategies in the classroom. The results, along with the results for 1991, are provided in Table 10.12.

A wide variety of instructional approaches are used by classroom teachers at all levels. It is encouraging to see reports of a wide repertoire of strategies and incorporation of a variety of teaching approaches in science classes. With the odd exception, the results are very similar to those from the 1991 science assessment. One area of concern is the substantial decline of a current issues focus for teaching science. The percentage of teachers using this approach frequently or even occasionally has dropped from over 70% in each grade in 1991 to about 55% in 1995. No other area changed as dramatically. The 15-point drop suggests a major shift in teaching emphasis in this area. This is of great concern in an issues-based world where science and technology have so much impact on society, and where, daily, teachers could pick out issues from the newspaper and on television which rely on, use, and deal with issues around science and technology. Students must be prepared to deal with emerging issues of the day. They must be capable of discussing, responding to, and acting upon issues as young citizens in our society today. The learners in our classrooms today will be the leaders in society in the future, and steps must be taken to adequately prepare students for their roles in society. Using current science-related issues as an integral part of the science course of study, particularly in Grade 10, should be strengthened. This disturbing trend should not be permitted to continue.

Most of the differences in approaches across the grades reflect the different organizational patterns that typically exist between elementary and secondary schools, and different emphases on student centred versus content-centred teaching and learning. Teachers in Grades 4 and 7 use cooperative learning groups, an integrated approach, team teaching, learning centres, science fairs, and field trips much more frequently than do Grade 10 teachers, who use a lab centred approach, whole class lectures and demonstrations, and a text based approach much more frequently than their elementary counterparts.

Only 36% of Grade 10 science teachers arrange field trips either frequently or occasionally. This finding reflects information on the use of field trip budgets reported earlier in this report. Grade 10 teachers in particular are finding that the costs financially and in terms of organizational time, time away from school, and ultimate benefit of using field trips do not make this approach a high priority. However, occasional field trips and guest speakers (a field trip in reverse?) are of benefit as one of several approaches, especially when there is transfer between the field trip and/or speaker and the particular unit of study. In other words, these activities must be relevant and placed clearly in context with the lessons at hand. A similar finding, and for possibly the same reasons, is that the number of science fairs in the province has declined: from 24% of the teachers reporting frequent or occasional use in 1991 to 16% in 1995. The enormous time and effort required of teachers to put on a well planned science fair make it impossible for many teachers to take on this important instructional approach.

Table 10.12 Teachers' Approaches to Teaching Science (18K)

10.1.5.2 Factors Determining the Content of Science Teaching

Table 10.13 shows the factors which determine course content for science in the opinion of the responding Grades 4, 7 and 10 science teachers. The results displayed in the table are discussed below.

In the elementary grades, the curriculum guide, teacher interests, and student interests are the most potent factors influencing the content of science teaching. At the Grade 10 level, however, by far the greatest influence on what determines the nature of the science course is the provincially prescribed curriculum guide (95%). All other factors are of relatively equal importance. Interestingly enough, current events as a factor is of greater importance now than it was in 1991. Yet, earlier in this section, it was shown that teachers do not particularly value a current events focus.

Table 10.13 Factors Determining the Content of Science Teaching / Table 10.14 Course Material Used in Teaching Science (13K)

10.1.5.3 Course Materials for Teaching Science

Teachers were asked to respond to questions dealing with the types of course materials used to support their science programs. Table 10.14 provides a summary of the responses.

Teacher-developed units and materials-based science are the main course materials in the elementary grades. In Grade 10, however, more than 60% of Grade 10 teachers use a recommended text resource for more than 50% of their instructional time; materials-based science is the second most common resource. The curriculum guide is also listed as an important resource for teaching purposes. Teacher-developed units (presumably by the teacher him- or herself) are of intermediate importance in Grade 10. Locally developed materials are much more important in Grades 4 and 7 than in Grade 10, and BCTF lesson aids are of least importance as classroom support materials.

Teachers should be encouraged to use a variety of resources. Table 10.14 indicates that such a variety is being used, more particularly at the elementary level than the secondary.

Teachers were asked questions about the Workplace Hazardous Materials Information System (WHMIS) and to identify safety concerns in their science classrooms. Table 10.15 provides information about teachers' knowledge and use of WHMIS in their schools; Table 10.16 summarizes the safety concerns of science teachers. Data for 1991 and 1995 are included in the tables. The results presented in the tables are discussed below.

Table 10.15 Teachers' Knowledge and Use of Workplace Hazardous Materials Information System (WHMIS) (8K)

An overwhelming majority of Grade 10 teachers (97%) report that WHMIS is in their schools. Of these, 83% indicate that they use the system at least sometimes. At the elementary level, 35% of Grade 4 and 27% of Grade 7 teachers do not know whether WHMIS is in the school.

Table 10.16 Safety Comcerns in the Science Classroom (13K)

With respect to safety concerns in the science classroom reported in Table 10.16 above, not much has changed since the 1991 science assessment. With one exception (classroom furnishings, which stayed about the same in Grade 10), all items (availability of safety equipment, large class sizes, classroom furnishings, presence of exhaust fans, exit routes, water showers, and disposal of environmentally hazardous chemicals) showed increases in the Not a concern category. Nonetheless, there are still large percentages of teachers reporting these items as concerns, although more now state that the concerns are under control.

It is clear that improvements in safety concerns have been made since the last assessment. However, in view of the percentage of classrooms reported by teachers to still have unaddressed concerns, and in light of new curricula in all sciences at all levels, there is a strong need to ensure that appropriate direction regarding safety is being provided. Accordingly, it is recommended

Recommendation 10.7

That the Ministry of Education revise the Science Safety Manual.

Furthermore, school districts should endeavour to conduct a safety analysis of all science areas. This should be an outside review conducted by trained science safety experts. Where possible, the use of science laboratory assistants, especially at the secondary level, should be considered. It is questionable whether or not schools can use students as lab assistants; the most appropriate choice in any event would be to have trained, WHMIS-certified science lab assistants. They could be responsible for maintaining WHMIS lists as well as keeping a proper and ordered inventory of all science materials, supplies, and equipment. They could also relieve the classroom teacher of many of the burdensome tasks associated with conducting a proper hands-on science program. An additional need is for the Ministry of Education to identify appropriate inventory control software and WHMIS data sheet software.

This section deals with the practices used by teachers in assessing, evaluating, and reporting student progress in science. Three broad areas of student evaluation in science are discussed: school-level grading and reporting practices; curricular emphases in student evaluation in science; and teacher practices in student evaluation.

10.1.7.1 School-Level Grading and Reporting Practices of Science Teachers

Table 10.17 shows the school-level grading and reporting practices of teachers in Grades 4, 7, and 10 for both 1995 and 1991. A brief discussion of these data is presented below.

Table 10.17 School-Level Grading and Reporting Practices of Science Teachers (10K)

The vast majority of teachers assign grades for science (Grade 4: 83%; Grade 7: 98%; Grade 10: 98%). Most teachers indicate student achievement on report cards in the form of letter grades; at the Grade 10 level, most report percentages as well. Contrary to current policy, a few teachers use a pass/fail system, although this use might reflect a modified or alternate program of some kind. The use of narrative anecdotal reports has remained about the same since 1991. Almost 40% of Grade 10 teachers, and the large majority of elementary teachers (Grade 4: 80%; Grade 7: 71%), include some form of written comment to provide further feedback for students and parents. While this in itself is excellent, what actually constitutes a narrative description is perhaps questionable. Experience shows that many teachers rely on a bank of computer-derived written comments. With the number of students at the secondary level requiring commentary, and the number of subjects reported on by elementary teachers, this is not surprising. The challenge to software developers through the Ministry of Education is to develop more appropriate, student-specific comments linked to identified sets of standards or reference sets. True written narrative descriptions about student learning are individually derived. They take a lot of time and thus potentially add to a teacher's already overloaded workday.

Table 10.18 Teachers' Curricular Emphases in Student Evaluation in Science (10K)

10.1.7.2 Curricular Emphases in Student Evaluation in Science

Table 10.18 below shows the relative emphases that teachers place on the various curriculum goal areas when they determine a student's final evaluation in science. Data for 1995 and 1991 are included in the table and discussion of the data follows.

The majority of teachers at each grade level agree that science attitude should typically count for up to 25% of curricular emphasis in student evaluation. At the Grade 4 level, though, about one teacher in four (27%) would place more than a 25% emphasis on attitude, with about one in ten (11%) indicating that over half of the emphasis in evaluation should be on attitude. That 82% of Grade 10, 87% of Grade 7, and 92% of Grade 4 teachers thought that attitudes should be given some weight is rather interesting, given the difficulty of measuring attitudinal variables with any degree of confidence. Substantial percentages of teachers at each grade (15% of Grade 10, 14% of Grade 7, and 27% of Grade 4) thought that attitudes should comprise more than a quarter of a student's evaluation.

Approximately a quarter of the teachers in each Grade (26%, 25%, and 28% respectively) would place an emphasis of at least 50% on science skills and processes. Roughly the same percentages (28%, 21%, and 21% respectively) would place the same emphasis on thinking skills. Grade 10 teachers would place somewhat more emphasis on science knowledge than would elementary teachers; 22% compared to 20% would place more than half of the emphasis on science knowledge. This is not surprising, given the elementary curriculum emphasis on skills and processes.

10.1.7.3 Science Teachers' Practices in Student Evaluation

Teachers were given nine sources of information about students' progress commonly used by teachers when evaluating student progress in science. They were asked to indicate on a five-point scale the proportion, or weight, of the final student evaluation derived from each source. Table 10.19 lists the sources of information and the approximate proportion of the final student evaluation derived from each source. Data are reported for 1995 and 1991. A discussion of the information reported in the table can be found below.

Tests are the heaviest weighted information source for student evaluation at all grades, although they form a larger proportion of students' evaluations at Grade 10. Attendance and self-evaluation are used very little. Projects are also important sources of information in the elementary school, but their importance is overtaken by lab assignments at Grade 10. Observations and participation in class, while they have some importance at Grade 4, lose importance as the grades progress until they carry little weight by Grade 10. In fact, tests, supplemented by lab assignments, projects, and homework appear to make up the vast majority of Grade 10 students' evaluations by their teachers. Elementary teachers appear to use a greater variety of sources of evaluation information.

Grade 10 teachers use a variety of evaluation procedures to determine the final overall mark for a student. There has been very little change in assessment and evaluation practices since 1991. Grade 10 teachers rely mostly on tests and lab assignments. While observation serves as one indicator for some teachers, it is not clear how teachers actually determine and record this observation data. More study should be conducted in this area. Homework serves as a means of determining some of the student marks. More than three quarters (79%) of the Grade 10 teachers place between 1% and 25% overall emphasis on homework. Again, it is not clear whether students gain marks for completing assigned homework or if the marks are for achievement on homework assignments. Although there is an increased percentage of teachers (33%) using student self-evaluation as a procedure for gathering assessment data in order to determine an evaluation, most teachers do not rely on this technique. It is possible that this is a time-saving device as opposed to an assessment tool used as part of a repertoire of assessment practices.

Table 10.19 Science Teachers' Practices in Student Evaluation (23K)

Between a quarter and a third of teachers indicate that attitude and attendance are factors in determining grades. Similarly, student participation seems to have increased in emphasis as a determinant in a student's overall grade, and greater emphasis is being placed on project work as a way of determining the final grade. The whole area of student assessment and evaluation at the secondary level needs to be reviewed. Too little emphasis has been placed on alternate assessment approaches. Steps should be taken to improve on the variety of assessment practices at the secondary level, and teachers should be assisted in developing their own approaches to assessment. While it is not specifically clear from this data what kinds of assessment procedures are used, it is apparent that more in-service and facilitator training are needed to support alternate assessment practices.

10.1.7.4 Patterns of Testing in Science

Teachers were asked to indicate on a five-point scale how much various testing procedures counted towards a student's final standing. Table 10.20 reports teacher responses to these questions for 1995 and 1991.

Classroom procedures are the most prevalent forms of assessment procedures, particularly in Grade 4 (85% said more than 50%) and Grade 7 (86%), although three quarters of the Grade 10 teachers indicated using these procedures for more than 50% of a student's final standing. Most Grade 10 teachers of science (78%) reported that school-wide tests play some role in the final evaluation; very few elementary teachers indicated that such tests play much of a role at all. Very few teachers in any grade reported that district-wide testing influences the final mark of the student. More questions should be asked in future assessments about the provincial examination program and its influence on the curriculum.

Table 10.20 Patterns of Testing in Science (10K)

10.1.7.5 Teachers' Opinions of Factors Affecting Student Success in Science

Teachers were given a list of factors that could explain why some students do not make satisfactory progress in science and asked to indicate on a three-point scale how important each factor was in students' failure to succeed. Table 10.21 provides an indication of teachers' reasons for students' lack of success in science.

For all teachers, by far the greatest influence on students' failure to succeed was reported as indifference or lack of motivation (Grade 10: 91%; Grade 7: 75%; Grade 4: 66%). In the elementary grades, lack of resources was cited as the second most important factor (by just over half of the teachers in each grade). In Grade 10, the second factor was student absenteeism (71%), whereas a straight lack of ability was reported as of only minor importance. Lack of ability was seen as being of much greater importance in Grade 7 (32%) and Grade 4 (39%). Lack of school time for science was seen as a much bigger problem in elementary; more than a quarter of the Grade 7 teachers said this was of major importance, as did 38% of the Grade 4 teachers. Only 7% of the Grade 10 teachers saw lack of time as a major concern. Over-crowding in classrooms was of greater concern in Grade 4 (47%) and Grade 7 (38%) than in Grade 10 (27%), but the fact that over-crowding as a major factor in student failure was reported by a quarter to a half of teachers makes it of substantial concern.

Table 10.21 Students' Failure to Succeed at an Appropriate Level in Science (13K)

The reports that lack of motivation is the main factor for student failure, regardless of grade level, is very disturbing. If this is the perception of the vast majority of science teachers in the province, then it clearly indicates a serious problem in the school system. Individuals, schools, and districts must start to ask questions: Why do students lack motivation? Why are students not interested in being successful in schools? What are we doing well? What should we change to meet this disturbing result? Is this a societal issue as well as an issue of central importance to the schools in British Columbia. Why is there a perception that absenteeism is the second largest contributor to a lack of success at the Grade 10 level? What can be done about absenteeism? There are too many unanswered questions here. At the earliest possible time, the ministry needs to begin to seek ways of assisting the public school system to address these teacher perceptions, real or not.

10.1.7.6 Similarities and Differences Among Grades 4, 7, and 10 Teachers

Within this section, a different method of reporting some of the scales is used. Traditionally, when a set of items that use the same response scale is presented (for example, when teachers were asked to respond on a scale of Frequently, Occasionally, Seldom, or Never regarding how often they use different instructional approaches) the results are reported in a series of tables. However, the completeness and detail in this method of reporting make it very difficult to "see the picture"; the tables are difficult to understand, even for people who are very familiar with numbers and tables. The following approach presents a more visual method which has been developed to present the data in one "picture." Chapter 9, section 9.5.5, details the methodology of creating these graphs. It should be noted that the number lines, while they present a true ranking of the items and true ranking differences among the grades, may not present a true picture of the relative spacing that exists between the response categories. However, they do enable one to readily "picture" the collated data.

10.1.7.7 Instructional Approaches

One item asked teachers to estimate the extent to which they used various instructional approaches in their science classes. They were presented with a set of common approaches and asked to respond on a four-point scale of Frequently, Occasionally, Seldom, or Never. The responses paint a picture which is very similar for Grades 4 and 7, but which is quite different for Grade 10. Figure 10.1 presents, for this item, the number lines that were described at the beginning of the section. The number lines represent the space from Frequently, which is off the scale to the right, to Never, which is off the scale to the left.

The most common approach used by both Grade 4 and Grade 7 teachers is cooperative learning groups, followed closely by the common practices of individual projects and demonstrations to the whole class. An integrated approach, which is a common practice in Grade 4, decreases in frequency in Grade 7 and further decreases in Grade 10. Team teaching, learning centres, and science fairs are all uncommon in any grade. Lectures to the whole class are fairly prevalent in all grades, but particularly in Grade 10 where they become the most common practice. Text-based and lab-centred approaches also increase in Grade 7 compared to Grade 4, and then radically increase at the Grade 10 level to become, with lectures, the most common practices. Field trips are not all that common in any grade, but become even less prevalent the higher the grade. It is interesting to note that, while teachers report that they sometimes use field trips for science, students report, to a large extent, that they "never" go on field trips for science. However, this may be a perception problem on the part of students. Since elementary teachers report that they use an integrated approach to a large extent, students may not realize that a field trip they go on is directed at science. They may perceive that it is a general field trip or a field trip devoted to some other subject area, when science actually occupies a major portion of the experience.

Figure 10.1 (8K)

10.1.7.8 Sources for Teaching Science

Teachers were asked about the percentage of time they used a variety of sources for teaching science. They responded on a four-point scale of 0%, 1-25%, 26-50%, or >50%. Using the number line format, Figure 10.2 presents the results for the item.

BCTF lesson aids are not a popular source at any grade level. Grades 4 and 7 teachers appear to be very similar in their frequent use of teacher-developed units and materials-based units. Curriculum guides, locally developed units, and textbooks are less frequently used. However, Grade 10 teachers rely very heavily on ministry-approved texts and the curriculum guide, while locally developed units appear to have little importance.

Figure 10.2 (5K)

10.1.7.9 Student Evaluation

Teachers were asked to estimate what proportion of their final student evaluations were derived from a variety of sources. They responded on a five-point scale of 0%, 1-25%, 26-50%, 51-75%, or >75%. Figure 10.3 displays the results from this item.

Figure 10.3 (5K)

Tests are the heaviest weighted information source for student evaluation at all grades, although they form a larger proportion of students' evaluations at Grade 10. Attendance and self-evaluation are used very little. Projects are also important sources of information in the elementary school, but their importance is overtaken by lab assignments at Grade 10. Observations and participation in class, while they have some importance at Grade 4, lose importance as the grades progress until they carry little weight by Grade 10. In fact, tests, supplemented by lab assignments, projects, and homework appear to make up the vast majority of Grade 10 students' evaluations by their teachers. Elementary teachers appear to use a greater variety of sources of evaluation information.

10.1.7.10 Teachers' Opinions of Factors Affecting Student Success in Science

Teachers were asked to provide their views on the importance of various factors which might explain why some students are not making satisfactory progress in science. Figure 10.4 illustrates teachers' responses.

As was the case in mathematics, student indifference or lack of motivation seems to be the one strong common factor which teachers indicate. This factor could also be termed "attitude." It is interesting to note that while teachers in each of the three grades see this as a major factor in failure, they do not consider it important for evaluation, according to their responses to other questions. Misbehaviour also appears to be relatively important at all grades. Absenteeism only seems to become a major problem at the junior secondary level. In contrast to elementary teachers, Grade 10 teachers do not feel that either limited resources and materials or insufficient school time for science are problems. Fear of science is not seen to be a problem by teachers, and they appear to have confidence in their proficiency in dealing with student difficulties, since at no grade do teachers see that factor to be of any significant importance.

 Figure 10.4 (5K)