The status and quality of year 11 and 12 science in Australian schools

The purpose of the study was to develop a clear understanding of Year 11 and 12 science in Australian schools and the potential issues involved. The research approach develops two pictures.

The first picture captures the best of what we want for our science students; the ideal. This ideal picture should embrace our high but realistic aspirations for Year 11 and 12 students.

The other picture is a clear appraisal of what is actually happening in Year 11 and 12 science classrooms at the present time throughout Australia.

Ideal picture

Students and their curriculum 

• The science curriculum is relevant to the needs, concerns and personal experiences of the students.
• The teaching and learning of science is centred on inquiry. Students investigate, construct and test ideas and explanations about the natural world.
• Assessment serves the purpose of learning and is consistent with and complimentary to good teaching.

Teachers and their profession 

• The teaching-learning environment is characterised by enjoyment, fulfilment, ownership and engagement in learning and natural respect between teacher and students.
• Teachers are professionals who are supported so that they can reflect and build the understanding and competencies required of best practice.
• Teachers of science including Year 11 and 12 have a recognised career path based on sound professional standards endorsed by the profession. 

Resources for teaching and learning science 

• Excellent facilities, equipment and resources support teaching and learning.
• Sufficient time is available by which teachers can prepare, teach and assess student science learning. 

The value of science education 

• Science and science education are valued by the community, have high priority in the school curriculum and science teaching is perceived as exciting and valuable, contributing significantly to the development of persons and to the economic and social well-being of the nation. 

Actual picture

The students 

One of the disturbing results is the fall in the collective number of students studying science. The general picture that emerges is that fewer students are studying science but these fewer students enjoy the science they experience and it is in keeping with their expectations for the future. Science students have a very positive view about science and its importance in broader society. 

The science curriculum 

The view of teachers and students as derived from the surveys and focus groups is that Year 11 and 12 science is constructed to prepare students for university study. This university preparation perspective has resulted in an overcrowded content-laden curriculum. With the amount of content to be covered there is little room for flexibility from either the teacher or student. The science courses are perceived to be conceptually difficult with an emphasis on theoretical abstract ideas.   

Science teaching and learning

The content-laden curriculum encourages science in Year 11 and 12 to be taught in a traditional way using the transmission model. This approach is revealed by the fact that 73% of science students indicated that they spend every lesson copying notes from the teacher while 65% never or seldom have choice in pursuing areas of interest. Teacher demonstrations are common, with 79% of science students suggesting this occurs often, very often or always in a lesson. The practical work tends to be ‘recipe based’ with students required to follow specific instructions to achieve known results. In some states there are assessable open-ended student investigations. From the focus group discussion with teachers there was a concern about these investigations. The investigations were placing significant demands on both students and teachers. 

Year 11 and 12 science teachers

Science in Year 11 and 12 is taught by the most qualified and most experienced science teachers. In the telephone survey, three quarters of the interviewed teachers indicated they had a Bachelor of Science. Only 7% had no science qualifications.   

Resources

The heavy content curriculum puts significant pressure on teachers as they attempt to help their students. The most common factors that teachers listed as limiting their teaching were time (36%) and resources (23%).

Recommendations

1. Science courses of biology, chemistry, Earth and environmental science and physics need to include a realistic amount of content for the time available. All the three strands of Science Understanding, Science as a Human Endeavour and Science Inquiry Skills need to be adequately covered in the content.
2. Support a program like Science by Doing to recapture the interest of students in Years 7 to 10 science.
3. Develop a set of guidelines to provide quality advice to Year 10 students considering selecting Year 11 and 12 science subjects.
4. Provide more professional learning opportunities for senior science teachers to expand their teaching skills including the latest scientific developments.
5. Develop a suite of digital curriculum resources for the new national curriculum subjects that will assist teachers.
6. Increase the number of paraprofessionals, especially laboratory technicians, to support teachers.
7. Relevant boards of study need to evaluate the value, impact and implementation of large scale student investigation assessment activities.
8. Re-examine the various pathways by which people may train (or retrain) to become teachers. The intention should be to increase options by removing barriers while maintaining quality. In particular, employing authorities should be encouraged to acknowledge the relevant skills and knowledge that new teachers bring with them from previous work experience in determining salaries.

About the study

This study was commissioned by the Office of the Chief Scientist and funded by the Australian Government Department of Innovation, Industry, Science, Research and Tertiary Education.

Enrolment information in this report is based on data supplied by the Australian Government Department of Education, Employment and Workplace Relations (DEEWR). It was updated in January 2012 based on public statements made by DEEWR.