Primary science teaching in Malta : a study

Abstract

Science at primary level sets the foundations for scientific literacy and introduces the subject to potential future scientists. Considering the important role teachers have in imparting science to primary school children, this study aims at providing an evidence-based analysis of the challenges Maltese teachers face when trying to teach science, together with their confidence and attitudes towards the subject. Recommendations are made based on the findings. Two hundred and fifty seven (257) primary teachers teaching in State, Church and Independent schools were probed through a questionnaire about their qualifications in Science, the frequency of Science lessons delivered, assessment practices, their confidence in teaching Science and particular pedagogical skills as well as specific attitudes towards Science and Science teaching. Twelve (12) individual interviews with heads of school and professionals holding prominent positions in the education sector and focus groups with all the Science peripatetic teachers support the survey findings with qualitative data. This study evidences that primary teachers' confidence to deliver the Science curriculum is less than that to teach most of the subjects in the primary curriculum and teachers do not dedicate enough time in their weekly timetable to comprehensively cover the subject. Also peripatetic Science teachers need to become more proficient in content and pedagogy in order to offer the necessary support to primary teachers. Amongst the recommendations made for enhancing primary Science teaching locally are the professional development of teachers, co-ordination amongst generalist and peripatetic teachers, a curriculum focused more on imparting scientific attitudes and skills through an inquiry-based approach and formative assessment.