Energy in the primary years : investigating its role and significance whilst outlining primary science education in Malta

Abstract

This study investigated primary science education with special reference to the teaching of energy related topics at Year 4. The term energy was considered from a scientific point of view and encompassed different forms, especially electricity, heat, sound, light and mechanical energy. The use and principles of conservation of energy were also recorded. The study sought to investigate the science topics taught, especially those related to energy. Differences between state, independent and church schools, as well as between the age, gender and qualifications of teachers were investigated. The research instruments were a questionnaire delivered to all Year 4 teachers, various interviews, a test delivered to a sample of Year 4 students and classroom observations. The results demonstrated that energy related topics are faced with enormous constrains, ranging from lack of scientific knowledge by the teachers to inadequacy of textbooks and resources. The results also showed that both teachers and students suffer from a number of misconceptions in this area. Furthermore, it was found that students understand energy related topics much more clearly when they are able to associate the concepts with everyday life. The various research tools used in this study all merged to the conclusion that science is still considered as the underdog of the primary sector. Bearing this fact in mind, the study concluded that a reform at various levels of the educational sphere, is needed in terms of primary science education.