Views of science education in Malta : a constructed discourse between academics of science and science education

Abstract

Education is political (Freire, 1972) and can be targeted at conflicting aims (Schultz, 2009; Adamson & Morris, 2007; Magalhães & Stoer, 2006). Science education is not different – It can have a multitude of aims and has been subject to several discourses for reforms (Schultz, 2009; DeBoer, 2000; Hurd, 1995; Bybee, 1995). The third wave of western science education reforms, as identified by Shamos (1995), has had its effects on Malta and reforms aiming for an increased public appreciation of science, or science literacy, have been proposed. However, such suggested reforms have encountered considerable resistance and sparked a debate between academics within the University of Malta. Through the use of focus groups and individual interviews, this dissertation aimed to construct a discourse about science education between academics responsible for the teaching of science and those responsible for the preparation of science teachers. After having discussed definitions of science and aims for science education, this study focused on the suggested reforms to aid in understanding the perceived clash between these groups of academics. It was concluded, however, that the groups are not clearly defined as initially thought. Rather, there are differences within groups and similarities between them. The views expressed in the media do not represent the views of all academics in a group, but rather those of some of the participants. Additionally, science education cannot be perceived in a vacuum and several facets of Maltese schooling were discussed, including, exam-centrism, rote-learning, subject choice, teachers’ capabilities, and school leaving age. Several suggestions have been made while trying to bridge gaps between contrasting aims for science education.