reB,ear~her sen'~

" ':')'

:

,

^{... ,}

.

. ...

<

:...•''1::.\,"':",' ~ :^'..

t: :.'

':;' "

"; 'ISBN O-J1S-39 48~-;

.f

./ '

/

^.

.j

.' " .

pr~c~s8'of curriculum development as iFac t Ua}'l y'·occ ur r ed . . .:(he..

reB,ear~her sen'~

^a

"eil~ad~inl~tered

^Llker.tstyle

.quest/iennalte'"to'e ve'r y g rade eeven'tcien~ te~'cher

;'!R

. :. " , ' :, .: . :' ,',P," ':, .".'. /

Newfou~.dhnd.andLa~r,~dor . '!'hesUtement~:'al?-¢I'it.ems0':1:t,he! questionnaire were designed to ;licit information reqardlng

the following

si~ ,bas~c: 'CJ..ileSt1~ris~.

^{' . c....,}

'.J', .

1,.' I~ ~be ,~~of~ J. onal··pr~p~r8^..tlon"perce,.:.~ef":~.Y,^'.

junior'high.~ChoOl",~~achu~,1.~agreement.W.~ththe requirements of th'e"~ewfoundlandDepartlrlent-er:

.:. . . ..

/

^..

;., i..

r \

t,:S:>~~,.:~'.-:.':?:?::~;~';~~~':·\~:7·~.':"~0:\: ;"~'

..,",

'i~·;r(:h'1;(~·?~·~t'f;^l:::~""'~',~f'~"::''"'.''';'-''''~''--''''''''''~'''~''''.-~''"I)

F' '.' ... . . ABS'~C.· :, · i i , · :~ '··· ')\)'~ ~

.The,-

lnriOVatiVe·-9i;~/:·8eve~/:j·cin~·~~.:~h,19h· ~c~e~6e" "p'rb9r~'m ^{" . ..} ,:;~ 'r:,'::

..'s~"'(s;~':fn~- Fcj~'-'Si:_~up_tti~e~,h~d:b~en-,~~~~h-t'{~~,.'8~~',c~ns~~utiV~^.:

,\'.:ye·a~·s·~:' .~·Wi\.h ln-'thl·s·pe~'i~dof:~1~e:_'tite-;pr69 ram>h~d

matured . _- .> :" " _ , ' . ' _ _ .: " : ",' . .".', ':' "::"

i:' ,_.,. : ._~~..,:. :

/'an~~ C~~l~: ~e_ .,expecl:ed

^..

,~o,,;~_e. d~.nfed " O~' :,i t.~ : o~~.:.m~,r ~

^teo.,":

J :'

.?he: r~_~7~rc~~:r_-~nsld.ere~

^{thatno one}

V~8 .·~ore, _ a~a'~e _

^,<>f.:the_:.: : ,,;

<•..•. •

::::~:m:r • . · o:cp : :. :: e::::l;:e P::::::r:~: ;W~:::d::n:.;:; .•. .. . .. . ..• .•.•...

contact.witb ,tbe,students.-" . , ," ,'"." .

, , · . ' : r

^'.:~

"'':'.'

~, :".TyPi~al·IY.· teo~~~'rs~· ·~iew&

^{.c n·t h e}

educ~'~t-~:~~l:": 'P;O~B~~,,-..':: .. :~

:<: ::" h~~~' b~e'n n'~g'lected~

^The

"' t~~che~" ~~'int

^"of

" '~'i~~ ':1s :' lndee~

^,:"

,~~

.

i~o~:t'antt, a'~~" t~18 ,

^{..·8t udY,}

~as' ,'an:: a~teniPt t~'

^{'gi ve}

.t'each.er:~.·

^.

',:,~

. /'.:--:':'' .'.-~:."'... :'" '. ,':-" ., ..'. ' , '. ';1

,,;'an'opportunity to express their,.views or"perceptlpDA. ~,

:'-:

~'e

^{need;f.or,the}

~tUdY '~~y,·'. ~n, ) twe .~aj~r

^conside,u-

·t1pn~::. .<1)'. ~h~'·,vaiu~^...of'underBtandl~9.'^{the vay,}tea~~,e~s

p~f~e'iv'e-d'-t.~e" scien~e. , ~u~~i'~\ru~.

^as

,,'comp~re~

^'__

~",': ~he

prescribed,or forma!·curriculum,'and,(2) knowledge of,the'

..

the 9-0418 a,nd objectives perceived by the " \"

junior.

h 1

^gh 8C'b0C:1 ecfence teachE*s~ln^{agreemenf ,.. '..}

with -ttrose stated in tNscience curriculum? ~ ~ ~

~

no . teachers perceive the....te chni ques recommended . in thJscience curriculum as appropriate"-for

th~

a~h~ement

^of the pres9r,ibed

90a18 ~nd

.: / ; '"" " " ., -

, . "

^."

~o.·..t~/her8.'.pe~Celve.th~"faCil~_t>e~-aVd.lab~~.-for .

tea·~hingO'ec:~e.n,ce· l~}th~

junior high

8c~ool '

^as

~ " . .'" " ,

,adeq~ate?

S. ,·,..Do.:.-t,~4che~s,^..p~·rce'ive·

the

'eq ut pme'nt""and 8UPPIJ~8'

."

··. ~~~i~a~l~

^for

t~·~.hln9 ~~lenc .~

^Inthe

j·unl0r,.hi~h·

8~.~OOl*8a,de.qUat~for t~edevelopment'of the activities'pre~cr1b~din the"',eurriculum?

Do

te~c~ers p·~·rce~~~ .·

^a'

n~e~f~r

a re\laion":of "t he

, ~ - - -' ,

Product Moment Correlationwa~ run 'on 'the--

~omput~r 8Y8~em. Appropriate"correlation statements wel.'eae"iected

by

the r"esearcher to"be- cOrl'elatedwith~ll,

'poas)~~~ , ~-ta~eDl~t "~ ,"~'" :tiem~_ ~n~~,~~ ~ueatl~nn~ir"~".

^{'Th e"}

correlations"cari:,p"i~bablY b~ be~t'8ummed upwi~h_"refel"~nce' , toh,o",the"t e ache r s"responded to the quest.ion regarding

,~ourse revision . G"e~er.lly,"those-te~cher8who taught the

":"· p r es c) \be"d curriculum~ dha~reed',.,whereas those who were

un~b~e" '~~'

^-'

~each

^_

th~

^;

·pre8cdb~d " cUi;~OUIUID·

agreed that '8"

~ea'~ch 8ho~id "beg~ri :for,~ more,"ap;rop~. co~rse.

'- .-

f.~':~:7f.~~,·:·:?",J~':~:1 . . ?~:~:,,~~~,,~~\~';.?~~:1~~'~:;';'> :~"j ~C/'~!>" ',,;\~:orI,,": ;!'r(f'-"i":;'';''''''~_:1 ,f'c:' '~' ';'~"·'';''''L.

;}: ~ , . > :'>" " :"'~ .'

pe~ceptlon8--- - - ':'.;....:.~--~~~..:---~-:-;...;.-:~--~-. 22

.Developmentof'Science C\lrt1culu1n---~- 24

... .' ;

- .

^{. ~; '.}

Science~eachersI Perceptions ---:-:-:---:--- .)33 Importen.ce;of.Teachers.'j n~~_~rlcui\lm ---"':'--,;.- Importance of:-scienceLabor'i.torles--..-~-.:.---

.

.. , .

^{': ~}

..Ph1l08.0phy'and,Obj e c t -il{es·f o r·.Sclenc.e

.Educat.l~n..;ln.~e~ft~ndland schoO~~'',;,:.~:---­

J~nl~r·B~~h.SC1'enC:eJl!"tl\l~jonReP.ort-c.----.;.- 55. Summary'---.\---~---.----.---^.61'

DBSIGN OF THE STUDY. ..

The

~~InPl~

^..

~~

^..-'..

::~

^..

----~~---~~---

^..

-~--

^.64'

As8U~p~i~ri8·-.'tid' . ·~~h' Q~e8tlons i

^_.;.__..

f:~_~~ .

^·'.70':

;-v-

,"",.

'J .u,

~.(: ! '~::,,~ " '".~"" :: ' ~ ): ' I,';' :':":" " . ':'" ,,:',' ':,'''"~ . . ~ ' \~';.';"" ""~t<~(!i!<;;~~;'!f l:;~ti I ,< ," '·:.-, .'; ;t

;~:

^{',.. The}

oue~t;~~nailre

^{_:. ..._.._;.::-}

~1_

^{.. '"' 2:.}

'.)~~

;::."

~corin~ r O f' _t~~· Q.ue8t~o~'naire· ... -:--~._~:'---~

⁷³

~:.~

Ba8'ic'o~e8~ft>~~^-and.'.~el.i.£"ed'^Statements-_:_-~ 7~'

" _~alidi+ ~~~ ·R~_lJab.lli!y ~--;.-~-~

^...

""---~~~

^..

~~~-

⁸⁰

~

Li.mitations_I

, o~l1h~ .'~tudy

^{------ ..}

-':"':'--..:-~----;..

c. . .. ' "

, _ .

Anal~8r:_~f'the'S~:Ud.~-~~:-:-~-~~~;--~-0~~---- IV ANALYSIS OF'T~E.DA~A ' ^{. .}

· ·1 .., \ . •

Sec,tlonI :-:- \_' ...

.;' ..

o-:erv~t~"O.f ,-~he,'~_~1'81s -_~---,----,~~,~--:.:---~- ⁸⁴ .-~ea:~h,n^I',.~er:~~Pt10n.~\~.f,prOfe7~:~~~al.__ _", .,:.::.::pr,pa~atl~n-:--.-_---'\-;---~-.~-~,~-~7~-:---.:.--"·88 ' \' .'l'e~c.h:ira '^_:pere~PtiOn8.~r.~~al!l_~~~ _"-

lilt-- .~b1ect+~e~.--':'-- ----:~'~-~-~~--"7- ~~.~---.--103 Teachers~ Perceptions of'"Techniques .

.: R:e:r~~~d~d '-~--':-~~--:t---~--~--~":'--:'~---

¹¹²²

'l'ea~hirs'" p~rcePtionBo~p~"Cil1t~es--:----:--145 '1)eachers' Perceptionsof Eqllfpment and''. - .

':"

~U~P1

^{te s·}

---_---~

...----:.----:.---150

.eJch1;., perceptio•• of the Need"for': , - .'

A J.::E:::· ~:::~:~:"~::;::::~ ;~~~~~~~~~~~~~~." ~:~

. . ^j:::~: ::---... ^~ ...-.. ^-~ .... -.~~-.---.----.-

^179>

1.ean g .

Product Moment Correlatio••---__ 179

;' j SU llIIIla'I Y :---.---\---~---~---

^188.

; I

^-vi-

\ . ';.. ~~ " ^" L" ",... _. ,J ~, ^{,c> :,.:, : ·} ' M,:;~ " i!" ^.., i"",-:'c .:... ; ", ,,::< ':i' ,· ; A ' ;" "

..;

.' ''l ' .

/

•

-vii- .\

.. .

~earsonP,.roductMomen.tCo.~r~14tions

j

, /

.AppendixCI

(/ ,"!"C;72~'"';'~"'7"" "7T"':>"-:'?'''Z" " 1'~

~,>~

^v,

_~.u~~y(\

^AND

R~OHMEHDA~ION~ I ' ;. .'~;

~ ~_ .

^.Perception:ot-'l'eacher Preparation - 192 •tl

f.'·;'

pe~~·ep~10n·

^of

^{" GOal S}

^{and'ob'jeJuvea}--- - -..:-

194 /)

~~. percePt~n

^o'f

TeC~hnlqUe~_' ~~~~mniimded ':'-~-~~7

^197. ~ ~ i ~. Percept lono~,acUities..-~T---~---199.

~- ,!er,~~Ptlon

^of,EqUi pment

---:r ---. --- .200

~.

Perc eptionof' the Need forre Vi si on ---201

t.'.·

Concluding Remarks ---...---~---²⁰³

~.t ~.feren:e.

^{• .'}

. ! . .

~~i

App.ndlx Al ....cber Qu.stlonnoires

~:i Appendix 81' :reacher"Commei'lt~B

Pears~n CorrelaU~nof.IdenUcal._Response~

Items

L .: .:..

~:__,"8l-"

Table Page

. , , '

CompleteL1s~ ~fPearsonccr refeefene-~""----181 .,Cll COnf.idr~OW.in~'t.heGo~ls^{,O f'}

""?" ,

Education in theSeorcb1ng Fpr Strnc;ture

p.rogra~/~;..---.---""'---:.--:-.:.---,;.---·18~

'1",,:<+, Need to improve:,profess.ionalStanding ---_:_":',184 ,...

;~, Att~nd~?~,eat ~emorhl

^{UniversityJunio'r}

H.i9'~ '

^'.

soh'nee:In8t~'tute---~-,:---~-~,---~-

lB4

C4

Adeq~'te

^of

:'LabO'ratorY' _~~'e'111tlea ' ---~-~--- lB~'

cs "

Stu'e~t ! '. , En~~Ylllent . ·Of" C~-u'f~e ":',;.~~.:.-':"-·~--~---'- .' . - 186 ,

,0 C6 Ttacher'~njoyedTeac.h.in«-the,~o:urse---18~

'C7

y '

^'T~a~her.sa~.iafactiol1:,~~~h t.h.i~COUrse--- 18?

C8 Nee.dfor II"Search for a "ore Appropr~.te .

" ': . Science cC?urse..,---~.~~7---~188

. . ....

. .)

LIS'I'.OrFIGURES

. '. ' .\ _ ,. ". Page Inteqra~d'school.'Districts'":'---~--- 66 Map'of

Map

.

of Roman

. ...-

C~tholic:Scho~l

.

'Dis t r i c:ts ---. 68 Teaching Certificate---.---~-7

89

.Helpfulness of Science Coordinator ----:.--- 98'

, ( , ' ~ ,

RatingOnesel~sa Qualified'Profes8~onal

'" , '~ '. ' .

Science'~eacher---...----~---.:. 99 lit. Helpfulnessof Memortal univ.ersityJunior IE : Confidence,in Know~'ngthe'~O~lS O.fScience

1J.

IB Number~f Unlversi.ty..sctence Courses

r---

⁹⁰

lC IBu nc h of University Science_Cou.r~es---.-:--- 91

r ' . ..

~limberof.DnJ.vers·ityScien~e Metho~s..': e-

"COUf'Ses.;;:..:- - -:.- - :-- - - -'- - - ,;.- - -..:--:..-. 92 Figure

£d~cat!on'" theS~~r~bjng.Fo r,Str ~u ~ e

IF..'N••

:~::'::~:

^{, . / '.}

;::::::i~:::~-:::::~::-====~==::

^{" . :}

1(; Av,~labriity,of,tn-servi~e -~----.;.-...---,.:.---,;~9S

.j . ,. . . . . . :.

IH Attendance at,~emO~.i.al ~~ver.~ ityJunior - .".(' ,8i ghsc~enc'eInati tut'e--:..--:---:.--- 97 ID

i...

" ..

l'

·2 1.

.. 1I

....j.

","

" ..:--",

r:

' ~ ~' ~ . '

- .: .

.

^, ~

. .

. .

1_"-.-':'

20 Appropriateness 01Ratio'of Conte,ptto .r

•.Act!vities':

-~~---_.:.

^__

::._-~---_

^...:..'lQ9

~

'2~', ·' ~SUH~Hit'Y ··O~. ~he

^Degreeof

Difflc:~lt~ ~i

^"1

: '.

th~ ;a~or~iy of _.cone~~~·8 _~:_:_---:.:.._--':' "l~O

.2F Approl1r1at~neSBof.Il~u8t.r"Uon~ I!n~. .. ~.

. .Diagrams,--':"'-:---::--- --- ---\.-- --- .i.li

\...~ ^{2G' Attitude}'!'o~ard~,·Outd<::orAC~lV!t.1eS--;,::.:_--:- - 11,3 '_ 28 MajorityOf~Actt~it.1e8·Completed"~&Io ^{I "}

~,.,

^{. :',,; .}

~Ra~d8~.?n. }~.~--.---~~--.:.~.:.~.;--;~----;----

^•..

~~~.

f ~ ""W_"'''',•• ~ ~" ^...

^ne

~'-:"--

^{' ' ':'}

r: ·. \ . . ". : :- . ::::;::::~~::~~::~:~~~:~::~::~::::~::-~ ~i7

~, ^{. .'.' ' .} Ij.~;-c,

~tudent8;----~;..---...~---;--.:.- ll~·;.

~L' CourseEncdu r age sFUnctioni ng at Highest .:

.';'Cognitive

LeY~l~

"APpr op r l;t e

:----:.-~--

^....:-- 119"'" "

3~

^.:

v . sef t 'IAUdl0:"'~i~u,ai' ReSOUrC!~~ --.-.-~

^..

--~~--:..---

^123,-;•

'i).'3B.•Lecture-dis.cuss!on48theMos,tFrequent

.

_""

-.

oj~~cihln9 _.

_.

' ~hOd _• ' ~.:._'----~-~:..~..:~-~~'~-"

_··

_,

_·

_{:' -}

_{·.1 • .}

1~5 o':'-' r

_~.

\. ( i

r ..,.

- ac .,

Insistance on Focilal ActitJlity Reports -,--- - 1'26

" " . ,.~ . . ,.

3D'..Adequacy.of 'l'each~r,~u lde7o~k.;Re9~ rd ln9 Methodologyand~echnlque8,-;.,-.:.---~..:.-.128 3£ Adequacy'of

:'l'eaCher' _G,u.~deb~O~ '~~9ardln9

^.

." ....' :-":' .~ ,', ,. .-- ,.,., . 4C ''-Loca ti on'.9f,SC;h'OcS1D Bi ngPI.ObIema,for the'

..'

.Te·~Ch~ng ~f

.

'o~tfoo'r

'. " Ac't!vitieS

, ."

^,;.

.----.:..:.~--

^{' ..-;"·i o}

·Evaluationp~rc'entaqeAllocatedtoActivity

3.

;.3G

· .Repo'rts---.---;;'"---..;."":---~--..;:i31

'- .-' .," . " . '

..

^{-. , ~}

'~8e_of.,End of Chapter:Tes t as Main Guidefor

·":' . ",e hapt e r. Test; --- -'':''---..:---- ..:---132

U~8e:0£'Labor"a t ory Teststo1:ya'luat e Pr oces s

Abl11~le~~.---~---~l'..---;.-.~---:-,

p3 App.fopriattmes.s:.. of, .'fe ac he r. GUi

'.

pe b.ook.-..', l~the~.

i -.C6h~entAreas..---.~..;-~ :...:~---.;..;~'----:- ----'C:.I3~.' Approp~iaterRaJi ~. ,~fContent,'~o'~t.ivU ie8-- 136:

' Meth&d(Me,~h~d~; fO~. Ae8ess~~g Btud~n~· -

Prog'resS',.:..:..--..;.:--~.::"'---'---.--~---137 pe'r~-rit~g~~~.loc~,ted,t~^Each.~ethod

' r- . .. -. ..

'.. A~8~88Di.e~t,.::.-:"",..:---:-:.';'.:..-_-~--,---\_^....~-:---~¹³⁹ _~^"3M•Demon~tration o~·^Actiyi,ti e";" a s the Most' ','~.^'. F~e..etueht-'l'eaeh~n.g: ^Method'-.---;..--;,.';--"'--~--¹⁴⁰

t A i; '- ' i N ' '~. hOble:mWi~h EValuati~n

Techn iques

-~'---:---

^{'1 4;2}

',30

Long

Answer,;'1YP'!!'.QUe8~iO~ConsHtuting

·".

Maj~r: perc~ntag:

^of·.Tes.t 8 ...

--~---:..;--'.:.-~-- 1~43

":4A Ade'quacy of,Lab~rat'oryP~~i.ilties·.- - - - :;,- :..- -.- - 146

48

:PhY8~~~1 se:tt1'~g:/~-fo'r\be 'Te~~~ing

^{of thl:}

."..c'outae

;.--~~--~:---.;--~--

^....

;..---~~~~':---~

^14'"

Rating the Percen t ag e'of Impractical

Acti vitiell'--- - ..;- - ..--.~----.----:-.;-~~-.---:--.170 Ye~rsExpvienceTeaching this.CC?urse----.,;.-~(171. Degreeof Satisfa ctionfrom Teach in gthis ' .

Course

~---..;---~.:---"":~--.-:-

¹⁷³

Sa t isf a c tion wl t hOut.~o~r ^{ActiVftJes--- --.:.-- 175}

Galn l ~gaMor~ ~0 8 i tiv e,Att1tud~Towards this .. Satisf~ct,iO~with'.th issc 1e~eCour se ---- .:.--163, worki o ad_',.'fo_' r thisCo urse

,

'. ~---~--'---":--" , '. . . ¹⁶⁵. .'.

Student'Enjoy mentof this'Cou r ~e.---,---..:- --166 Rating,t he.Dange r,Level of_t.~eAC?ti.vlties--- ~6.~

7L'

7.

70 7F 7G

.78.

71

58 TheLac kof a'·Reas ~nable ~Ampunt,of Scie nc e Eq~ipment^{Caus i ngserIcus};.roble~~---¹⁵²

6A A,s'ea[c~^{Shoul d}Be g i n 'f o r a Mo r e'App r op r iat e

Sc i e nc eCour s e:for Grad e Seven-- --- 156 .•

7A .Ag e of Te ache r-:- --- ---,---;.- ---.---158-t' .78' Sexof Teach e r --=-:-~- -

...

--- --- - ---- ---- -~- 159

7C. Years

_,

'o f Tea ch i ng, Expe,.rie nc e-

= - ----

¹⁶⁰

'YD. Jun io rSc i enc~Gr ades Pre s.entlyTe a.ch in g ---- 1,61 7.

,7M

. ccueee----~----~~..-;;~.---~:--r~--- ~77.

7P Enjoyme~tfromTeach ing,:this.Cours e--- -:-.---,17 8

.Chapt«:.r 1

,

STAT EMENT·ANDDEFINITIO N OFTHEPROBLEM

" .

\

Soc ial scie ntists

'Cla;~ ~ that

^{behavi o r and}

le~rn~ng

^are'

product s ot t,lle 'per c ;lf t jro n.o f the in dividu a l . The con cepti ons wh ich pe ~80n8 ha v e

o f

^th n ael ve s ; and of th~

. :, . ~ .

th ~.ng6 related.to~he1r Uvea, have h1p lic atJ ons conc:e rnJng wha t·is and ....ha t shouldbe. These concept ions.affect-the!r .'p.rfo; manc·. aa'i nd i vi d ua l a,a nd . t.l.a de n;• .rr ^{this is}

.:

.accepted,as t~ue,..then.tl~·1s.p r J.nc t Pl e,.wOUl-dha~e'impo'ita~t J.~pl1 caU ons for ·t e a ctie'rs.;'the...:..cUr;riculum,ana"8'tud~nts:as.

.

".

^. -:^', ~

. , " .

. .'^..." . -" . .',

veIl •. The.study repor_~&d ~e re wi;1.-draw from ~he8e.

pd~C1Pl~8~^to

stu .dY

'g u d e"eeven'j u~for'^{high-s c hool}"a c feece' te a c h e,rs.

I!,

an effort"~.~-i~f-e r the nature

o f

.t h e i r"

pe~cept10n·8 ^{of the}junio~^-.high~chool8cle~ce·currJcu~um^In- 4$. .N,vfo~ndlan';·a nd..Labrador'~cboci•• -and compa r.

th· ...

v.lth.

the p~e8cl"1bedeur rte ut ue',

The cjc~~th-o f.8clentJf1c 8.nd.te~h~oi~glcal knovledge· ·...

. .

^.

^,

\

)-.

4.

'3:·

effect.;iv ely'p r e p a ri ng our"y oun g pe c pje tc take their. rightfulplace in the:development of th16~reatcountry .

In

~n

^{effort to}.conceptuali ze

~he app~~e~t

distinctly' dif!erent"cu rrIcu fafor purpceee

of

^a'pr~j ect.I n 8~udyin9 cur ri cu l um practice, 'Goodlad~nd'^{his co l},le ag ue El(Goo di a d ,

·1 97 9) depictedfiveqifferent:domains:

1. Ide~l~giCalc~rricula- defined.e a"'rI iCu~~'whic.h eme r ge'fr om ideai18t1 c,1?1~nllin'9 p'roC:eB~e8., ^)l'h.e

'cont e nt:of:·fdeOlogiCal ~ur.~ icula ^Is

deterrrrin'ed:

^by

<: ^{:~·.minin9 ·}

eextbocke ,

WO~kbOOk" ' ~e'Cher~' 9uid~.,"

~~~~.an~,

^-.

the ,li~~.. . ..

^._

~0 . " . ,". .

. .>2.' PorDlalcur.rlc.ula-d,:flned8scurrfcu.la.vb l ehgain

. , ' I '

O~flcial..:4.pp.r : v.a lby.8t~~,e~;nd 'loc.a~.8_C~~Ol-.b~ard~._. and adopt'lon"by choice'or',f r a t , by 1n.st1tutions

~n.i _teo.~hers.

^TheSe"curricula,

c~nsist

^of

',,;ritt~~

docu~pts BUC~ ^as'~urriculum ^9uides,'.s y ll a bl, 'adop~edtexts, and units of.:s,tudy.

Per ceived:urr~Ula-.defined,~ s curricula,O'f__.~he· mind, or vhat.ot he rs (e.9.,-'paren~s and tea~her"B) perce I've:t~h.e cu r ri.cula to be'. What par~~ts, 't eache rs' apd students thin!t:the ir

. . "

. "

^\,

.

con~ti~uteB'l:he,perce.i:edcur~icuI.a.,. ~ Qp.!.rat1onal-.c urr ic ula·- def1ned,aB v.hat,90es ,.h out _af~er hour, day of'ter day in "'Ch~OIS '.·C\ ~~ BrOOIllB . ';1'he activitiescarr i e d.out by

!

teachers and students in tile school env Lr enment;

mak~·.'UP the4>p~rat10n~1

^{curricula. ,_}

Experimental'curricula ..;. defined-4s's' :t he curricula

\ '

.

experiencedby th~ stu~ents. ,Whllt students derive from and think about the operational

.

^. cuer Icura,^.

!

Based on,t hes e'ccneepte; G"(.odlad,concludes that there

:m~nr." c~r~}.~Ul~: pe-;'i:a~l~ed 8~m~~t.a \~OUSIY. b~. , d.if~er_e~t : ^'

.individualsl~nd''g c,?u'p s 0, If~hlshtrue, there.islikely"to

"be

di~c,e~.n:y'

^.•

~.~w.';ntb';PtrcePtio~

^•.of CUrtl.'Ulum

~.k.r.

~ndthe perc;eptions ofthe.pr¥1t10berso ."::..-_ .,

'Tti ~8^.stUd/ foc'~~es'''on'^{'t wo} ~.~ Go"od'iad:'s'~o~c~.Pts; ,t~e

.:~ o rma l cu"rric'ula"2lrid th~·p e r c ~-iv e d·-·c u. t'riCU Io.. More

.'8'p'ec if'li~iiy;"th~ ~urpo8e ^of.',~hi~ ~tudy i~ to,'add r es s the

following'question: Do,~'awh!lt,,has b~eri,officially approv'ed' .8s' t h'e'junior'hi'ghschOol'~ ~ i enc,e curricul\;11l1 (the'formal'

.' , ., ,' /. 1," .- "", :' 1

curriculum) harmcmize with the,perceptions 0.£,junlor high 8choolsc1ence

t~aCherslthe 'perc~i'v~d--CUrtiCUl~~)

^{in the}

Newfoundland and Labroado'r,'schools?

Thisstuayi~. conc~rned^{with theway} j~r:ilorhigh'sChOol

. , , ,

science teachers in Rewf.oundland an,d'Labrador's c ho ol s eee several aspects of·t he- s Cience':curriculum.for that level ..

, , , ' . ' 0 ,

This,stUdY,,~eeks" :,t,o,dete,r~,lne^'..the dere,e,~~'.a: ~ e,eme~t^{. "°}

dlaagreement'betw,e~nteache,rs",p!!r c! pt1 ons of,the~u'rrl~u1um and'what 18 pres'cri,bedin the cu r r Ieuj ua, .s ee'the p~rpos e of thi8study" pre~crlbed.curriculum Js

.

. .

.,

^.'

guidelines 1Isue d by the N'WfOU~dl~Dep~rtlllentof Educ a tion concern in g th e teaching'of ac l ence inthe'jqnior

. . . ' . / "-

-: ~19h B~ b~o18of the,p ro:,i n o e. Percei v ed currl~l:llu. is

.. '." . ....defined as what teachers thin k'o f the·cur r i c ul um. aI i t

presentlyexista•

activitIes prescribed In

.

^.

'.Ttf1s st udy se eks,to.ans we r the f()uo"in~~stlonsl I., lathe prO.feUlo·nap'p.reparation perce Lved by

junl~r""

^h'19h

'ilc~~l ·~Cl.ence\~aChers.

^1:

, ~9 reelllent

·W'l'th·{~ h,~^{.:r eq'ut"r'}elle'n~^B,~~i.'^t'lie..N~vf~und~.And .

~,~e~~me~~^of~d.UC.~~:io;n^{.., .' . .}"~.

':1 " " .".::-, ,

2;' Are -eb e.goals..and.o~e c t1v e s percelyed bythe..

~j Unl0r

^{:i9 h}

. BCh~oi ~ence te~che~8-

^In

"illg ~ee.~n t·

. with

tho..stated

i ,;'\~~ s~;~nce c.;rl~.,.",;: ·

3."' ..nc;Wteachen perc eive.~he techniques·r·ecollme nd;d1n the.

a~c 1enc~· ·cu·~iiculum. as··approP~ l.a~e

^for

" th~

.ac hLe .. .en t

o . ~.:. tb~ · pr ~ . c r lb e d. 'O.J>.· /an.~

object iv es ? : '· ' .'_ .

.4• .Do

t~ache~s ,: pere(iv'e

^{the hc'il1ties}

"av~uablt

^{'t o r , '}

. - .ecbcl".~.

adequate?, 5. Do teacheut perceIve

"c. '

;.'

~~ . ~ ' . ,

··Iii.~.'~h·~~"" .~;'d,~^v~;:.":i,:~~~,·~.:~:;);,,"l·i>-~ ',i>;\:I'":"''',,,;, j,~;''',·i.'·;i;;,;~;.;J-,,~,

. •

~,;·,;.,'''."';":;,f

;-,'.

react.ions or,behavior,are in-accordance·wi t.h the'ir:

." .

...

the pictures__-':L..j_

I

\

,I

.

^{,.. .... ,}

of'the' j'~n'ior^{,'hig h}'s ch o o l curriculu~land

- '"

6 :

Do teachers percei ve iIne e d for arevisi onof.,the

~ uniO~

^high

sCh~Ol sci~;ce

cur r i c ul um? "

; /

I t,should.be,made clear at the outs e t that,this study.

~1&of aneXPlor~torynature. The co ncern s of.~hestu dy are .main l y' t'(OI

i.' to reve althe pi c t u r es teachers ca rry in't he i r, f!lind8 ofth'e:ju'nior 'h,i9'h_SC hoolsc ~e~ce.

OVBRV IE W OF,THB'S TUDY

."Li ppma n U9Ei"l)tela'ted pU~lJ~ ciPini onand

. ....'

.

,.

which..peopleca~ry in their'mi nd s'wit h"the beha,vio r'of··

" indiVld~~18~ :' ~ay09~'9 ' F,ri~d)

¹⁹⁷⁴¹

""?" a~ .,An~l1n ,

1974i Dember-and'war m; 1919,,and Goodlad, 1919 agr e e that

''' ' . .."."" .' .. .. ' .

interpr~t~t·i~n,~.

^o,f

.~he

^.'WOr l d"

~~~

^....'

~h'~

'me a ni ngs..

llt.~,ached

^{',t o'}

~hem.

I f

th~,beh,a~ior ^ofper8~nB^{.is'de t e}rmi ne d t.o a gre~t

Q"d~Q:r ee^by tb~lr'·p.ar~icui~.r. view~ ^an,d·thiir.~~09ri1t.~Ye

world, conflict lIIay be-found between't.eacheu',;perceptions

of thecurriculum and the perceptions of·c,ur r i cul u'!'llIllke'[ s . I f

B ?,

thh should be taken into con~ .i d e raU on by th~se' concern ed wi~h th'e'pl an.n1n g'and development of.the cut:.rj.Dol a.

Un~erthis.arra ngement ,

,The ,devel opmen t and.presc r iptI on of basJ c'courses of

stu dy Is 'th e [espon-sJbU'ity of th"eGovernment of:-.thia prcvmc e•. The,Div i sio~of Instnction:,within'theDep~ [ tlll'erit

of"

~duca t ~ o~is"u s pons i blt::forall'cours~s·of study (except ,reU'gionj 'for eielltentary an~,~econdary 8chooi~ ^{of the} prov~n~e~: ^Thecont~nt^{of'eachcou'rse-'a t,each}gradele_V~l^..'h

·'·sp.eciue~·

_.: ^.ec_.'

th~t ~tudents

_....'. '--"'r ece·! v.( appropriate". ^' , .' , '.

eeque~c~~,"Of

, ' ...: .^."

'le~,~nin9:·e·xp,~.rlenc~8_ae'~he_y pr~9re88 ~hrou9h''th-e~r,g:i,ades.

?-,hr~ugh curric.ulua:' con8~)t.lln"t~, the·di~i.i~n-lld~i~e8··,and^..

~--.:-~aBsists_SCh~o~6_in..:.i lll? l erneiltin9~a~t~_or_~z,e_c!_P~;9~~1!8._~..I~.._~~~,:

provides'media8upp~rt ^ser'vices·t·h~O_~9,h fi.~rn,

..

~ilJll8t~iP'~" ^. videoandll~~io~ape_p r oducti on and d~8tribution"a~ ~hrough '/ library c~n8ultatiO,n. ^.._. _~. ^{) ....}

J '. '

The province of _N~"" fo un d l ill n ~ and Labrador has a

responslbA i l1.ty fO~'~ducaUon^:is.8har~d be,t!,_een't~e Prov,inclal,GC?'verM!ent'th r ough:_t h eDep~rtlllent'~f-'Educa t'i on lind th~major Christian'churc~e8 th roughthe~enominatl onal_. Education Councils. 'l'here"arethre~^{B-UCh"'councils, .(a)} th~

Romilln-.Ca tho l i c,Educ~tion'Co~nc i1 ,'"^(b)

Presb yte rian , salv a ti on"Armyand United_Cl\~hJ.and (c) the Pentecos talA~sembliesEducation Council.

The ~eventh ^O.ay ,Adventi8.~ ^{al s o epe re e ee a school} sys t em, but

..

has relativ, ly

,

few studentsand is not part of the Denominati onalEducationCouncU arrangement .

,.

.f'~ete.riDin',in9,,b ow~.nd"where.~oney,villJ,.be',~pent"fo'r

-J;l~ SChOO~'~Ui~ding8",'exte~sions , andequi~m~nt'.:

'-,Recomm~nding't o'Governme nt,the establis~~,ent,a nd alterationsof'~choolDistrict boundaries.

3.. RecoRlmendlng,t o' C:over nme n t the,appointment 's c hool board members.

5. Developing and prescribing R,el1gious 4. Recollmending,.the in,i U lIl cert1flca:~ion

t.acher.~

The'GovernmentIs Role

'T~e ba'~'~c ~'esponSibil ity ^{of the Gove rnment is to,fee} that·the p~o';i nc e'^{offers the}"b e s t p~s81ble"~ducatl'ori~l

'" , ^{, ,(, ,",} ' , ,"".. ^{" .}

services,,:de,~ .t.gn edee.aeee,t he~-:,~~sof all'"s t u d~nts• .'

TbeChurch'sRole,

. .

The roie'of these:co~nci"~8 Incl~desl

'~'.

;'-" "

'. ' . ... I

-'1'he'churches are.'representedIn the'edu'cational system

'.-.~

^..

t "h ,,-r=ciU~"h\~eir~p~r~J~'~:~~; ' D'~~'OminatiOna~";,~un~il\- ~

I " ::-~:::I"":_~'

admlnlst!\!r aX,l ma t : e r ; p . ,t a l n l ng t

~,, ..."'....

o

th ~

d"v-to-day

,~":,,~:.' '~?\

o,pe ratio ns

o i

^{schools: School boards are,-t.he}re f o r e ,

, , I

responsible fOIieucb-things as'the organization of schools

) I

within theirdi:stricts, thefix i ngof att en da nc e zones, the

' I " , ,

repair,and maintenance of school bUil~t6 ' ^the emPlo~ment )o f t.e e cbe r a

~1nd ~ther st~ff,

^and rranglng for

· pu~·U .,

.

tran~fUtlon.

^{\ . . ';' . .} ""'-

" "

.~h 1 8_ type ~f.vOrganiUt10~' .o.~e· wouid' .~~~ect

..dlscnpanc~e8-bletw~~n the.p~rce,~~1.0_n'sOf the -currfeul UIll

pracU~loners^{aJ vhat·ls}pres~rlbed. ^{,, '..}

Distory.of theJU~lorHighScienceProgram

.:"In

sep~embl~r l " sni·,

^the

New~oundland . Dep~rt~ent

^of'

EducaUonlnt«>dbced the program "plorlng Science Sta.es I.

, , ' I " , " , ' , ' , , . '.

1L...An.d...l in grades7, 8 and 9•.'l'hi8:Pr og'ra mwi,shighly-

I ' · . . .~ , '

activ.Ityodented;with.minimalcontent, re'flectingthe more

c~r~e~t ,~ppr~~chl ~n

^ecfence

e~u~a,tlon.

^{,Th,e..p;ogumwhich}

ExplQring Science r"eplac.edw,aa

a,~IUOnal

one, having

lllai~lY. ~ontent

^{iwj,t h}··sug9U t I CHis"

for: ~edf,.icauon _ t~pe

.act iv'i'~i ~ .Be~au8 e^{,o·f the} n~ture^{of Explpr ing-SCience,} '...wIth

i~ad·~uate. ,ina~rVicl ng

^of.

te~Ch~rs

^and·

Ila'~; SCh~1s~'

_.havlng.l~'i.al ^{or no},eq U iP~ent~' ^the'program'! ncount e r ed

"greatdifficulUea•.,Aliy'pr ogr a m wJth sl':'Uar philosophy and

approach

WOUl~ ~r ~:babfY

^have

,e~cou ~~~~ the

^aame

Someof th~conceptsdea~t"ith- '~neac h'te~ tve r e

to o·di ff icult.for th e grad e leve l , e'-g.,

e·lec·~rJC:I·t;. ·"~8.

^{dea; t.with}

J~

^{.grad e '}"before _agne ti slll.,

. a nd -

before any i~troduct:1ol1^{. .. -:~.ee ..}t~IlI~>.

electro n.;etc.'

Th e.teacber gUid ebo o k vas'ina dequa te; Although theguide.g ~'V e'good directi on to th~ teacher re9ar~l n9 Ph"~loaOPhY "'~d ~eachln~atr",:,egy, Itd.l d

not.gl ve the't~acher ad"eq,u~te -c ont ent- to lIake"

hilll/he~^{,f eel conUden t and},'comp et ent 't o'teach t.he pr~g~alll.' A8·~eacher.phrasedi~l' -th e reve t'e"tee 3.

,< .~

^,..,,,.',.':·r""",. ., ",•.' '''.

""I '~'" ~ ' >';

dJffJC~ltJe8~ Bo~eover. according to Wayne Oa kley, the '. •

proYlnCia~e cons u ltant , 1978, the pro;;'alllitself he .

til number.o f

liJl,J~at10.~8..

^{.: _ /}

J . - . /

.• ..The.te:lt vas too activity or ie nte d. EachII.es6on v.,anal;lt Jv!ty ,wit hlittlecontent"g Jve./for the st udent"

ruul~~n9

^{in a} ne ed for agreat deal of .uppleme ntlng f, om othe r ec ur cee ,

!

2. The read ing level of the pro gr am vas It oohig h In manyuni tswit hineachgot"ade'level. ?

,

' .

.

1'he re.ve ~ . othe ~ prob l'ell. p~t.f o r t h by teach'er~'as

~ein9 -pr6"hi~lIla ~iib

" ^SIPlpring,"{s tirns, - ,, auc haa'

" l~ck

^of

equlplll.e nt , lIore'sat e rial than coul d be eov!ud! bpoaalbl e

.J

to evaluate student progress, not enough preparation time,

,

and too many students per erase, ~

IDENTIFICATIONOF POTENTIALSOLUT I ONS

.: ~ ~,

...

~-'

^The"Depa r t ment of Education had reco"qnized for some

"'ti me the difficulties_,"~

whl~h

^{existed wi t h the}_.

~

ati.en.c.e. program. In-1975-76.4 c;:ommitteewas estab118~edto deal-with the juniorhighproble~. Thili'.c·ommittee'develop~d .-8 co'urs~_'descriptio~ ^for'jU:ni~r ^high sc~ence~. ^This·

de~crlpt.ion ~n?lUded,t~e.,f o ll owi ng-: (a) _{Objec·t~.ve~} of

~cl.en,ce ^{generally, (b l} o~j"ecti~eB"o f junior high 8.¢lence SP~Cifi~allYi' (C)~h.l1osophY~linstruction, (d) evaluat.ion, .(e) topics to be.t a ught at each g'rade levei, and (fl text8~_ .;-

ancillar¥'a:ndresource materials.ava~able .

J

During 1977-78 two programs were- ',piloted' , 'in gradesr 1 Iand B in-t we nt y ecbccfe in·theprcvInee , with ten,~c,ho018 piloting.e he'S e /i t c h 1DR, F,O' st-rpdure program and.,...un piloting the Explprfng·Se'1e n e e·'-2nd Ed1tfonprogram which

~.8^{very.di-fferent} fro~^the1s t ~diUon^•.p,prc:'~1Jnat~lY350 students were involve~1'n:each.'program. :rhe pilot ~as

e~tab1~ ,Sh,'d

^{;;;:::8in9--,'}

tr:; ^,d,~_~~gn-

^{0,' ,}

^cont',~o,l

^,."nd

pilot classes a the grade 1 level, v'herean individual

. , ' . '. .-\ ' '.

.school had a pilot class.(one ot"the new programs)

,and

a

, ','" " ' '\

control'c1lSs(on8.using't heEIPJO~1'ngRetens,; litgait1'}"

"p r ogram). Within':eachofthe ten Districts _t.wo_ac&ool~'v.r."

. ,

DUr'lng1978-19both programs were continuedingrades7 school.

. . .' I

Results- Year 1, 1977-18 (Department of

Ed~l;laU6r'l FlleB)~

(2),

2'ea~~er, BV~l.~.t·l~orms

^{-,.l Rdi.v i dua l teachers}

usIng"th'e"8ame,program,were'qui te vax fed in aS8e8lment.,

.' Or At r p s t u n .prog ~ amrated't he program'as ·h,...·~.^{· o..}ni.

U)~

Science Processes Tests - The data

~ ~he

^{pr e and'}

poet

processes tesu

l·in~icated that t.he'uvas a BlJght gain ;-~

·i n science prbcess skill development between ereeeee.using

't h e',S~, rcb tng ^ror StructUre program end control classes.'

. .

of,t he programs piloted.,~,n.d their corresponding control'

classes.

designed 48 School Type A (fairly well eq-ui P_ with a teacher with some backgroundin science) and School '1'YpeB (poorly,eq u i~ped school with an ~nderqulllified teacher).

Experimental programs were r'andoml:( as'signed toeecbtype of

., . ' I

.Howeve r , ehere vas no significant differ.eriee b,:,b,een either.-

and 8, and extended to9ra~e9. Evaluation ecnaraeed of the 'f Ol l owi ng:' (a)'science processes pre- and poet-'tests for\\.

stUd~~tSI

^(b) 't ea ch e r evaluation form, and.(c)

\' stu~~nt

^...

~

'a e h ie ve me"n t "..vbich ~ecame.the re8~onsibil1tyot-the' respective'indiv Idua'l:',eeecbera,

o j

^a

..

,'

"'~'"

. '

upgrade~."

,

..

^'

. ,.

that.t he programsufferedto the exte nt that,laboratory facllitha an'd eq ui PIlI;n t' we re i'n aho r t aUPP I;

·o~

^{non .,}

-',' ~, ", . , "" ,(

eXi'8ten~. ~eteachers,of "both,pr ~9 r am,8 a~ate~emPhattea}lY- that the,pr Ogra m would n'ot''be,_~oof'an 1IIprov"~J1ent.oy.r

(t h e.old pro9ra~~f faC1lt;1es and eq!tfpm!'nt-were not

..

, -

.year .

bet'te(;"_thanthe old progralll on eachof l:h-e_foUowingl C.) balance of

_{, ' -}

con'ten~ ^{aridnueb er} of.... ct1vit1eB,

.

.( b )^. ,l en t^. ·

ot

^'

concepl:~, fc}proYi81~n for10'!'~ncthig habilIty~tudent.,'', (d ) readIng level, Ie }~eaC.her 9u)de.book,

anti

(t)

.1l1 ullt r a t1~n8 and dia~ram8.1n text. " ".majority r~~ed

student intereet and choice of topics,for'theye,:r the.ame' as the .Oldprog~... Th,e major'ity of·te a c her .':.uting t~e ExplorfngSchnpe, 2n d r:c1'itlonprogum rated the progfam48,

"beyero<0;. .0moe"'.better: then the oldprogram.o".

'~h'

followil'\Sll (a)·balance of,content and number,of 81ctivlth.,

_J ' . ' . ," , ^,'0

'(~ );reading level" (cl teacher gU1d:ebook, ld).'~t u d . n t

'i n t e res t. , and (el 1l1uatr~t10~s;and di~9'ram8'ⁱⁿ ~e.t. ^'The

o,

~'ajO~r1ty r~ted

^,tOhe

f.o~'lOWlng 'II.

-a.me- or·worae·.than the0

,

~~d

^{progra lll' (a'),i e vel"Of'}

c~nc~pt.,./ (b) ~rOVla.l Cn

^{for 10'1}

andhIgh abl ilty at u d ents , and (c )ch'o,~e'o f topicaf~r the

.\

'l'be're8ul~aobtained frolll pilotlnlil"t.;'ch.ue'i neU e a t ed, that the hploring BptenCe

2nd ~dt ~I'Qn p;;;g·ta.·~~.

^not

• , • .'- , I·'

I suitable.ai a"·~'P1~c.ec.~·n,~ for the pi!>9.r',II'that'"• • •uorrft~lY re r bo t h pr.~gr,uD8 ^{the llI}a j 8r ity of te a cb er s indi c a t ed

' .

,','l

· _ " ' · ...."· .. ,:":~~.;;.~,.·.:~:.',,.,.,";,;. ^-, :., " ';·." ·:f.~~!-',:

^Ie;';',;",

~i.c: ":<:".~.f<'~ ^{· 'j,.} <.;i,;,...

JY"

:.;;..;, :.J }

"":

" ',"'. . '" , ,','

C"crislllnm'Gu i d e . '

_~.n_use .. l't wu'dec!Qed.thatthe Searching FOr Structure'

progra~ ~wOUid :

^b.emade.-availableto thOs: schools

wh~ wiShe~

to use i t beginning inS.eptember. ,1 9 80. The program was. X'hased in beginning with grade 7 In the firs,tyear, grade.8 in'

th~"8~~O~d'

^{year. and'9'i4de;.9} the following year. The'

.

" ..

^{. .}

1979-80,'8Choo~:yea'r..wn ~pent-'In preparin'g _a,'couis~

cl"es'cript·io.n;,~~d'~o'~duGt1n9^{.Inservicesessions}'~ofainilt"arize

;t"ea'c he n-

~ith :m

^{new'progtl..m.}

S~hO~lS' ~h'o;

^decided

:, " not

^{'t o}

use:the ·~ew'.·,p, r og r a m w~re-permitted to co'ntinue-U8~~~.;the pro9i~m^thatthey",~er~pre8e~t~y_:us,i.rig o

.The'Ju:n'ior ,'Bigh'Sc i e nc e'Working Group"consisting'of

.-: ", ,- .' .-

..

, { :."." . " ' '

WllynQ,OakleY"'.(Prov.J.nclal scf ence'Cons ult a nt l a nd three' ,

8'ci,~n~e " l~~~~erEr.~' ,~a~v~y' Bak,~r~, _R~,~ert~ ,Plt~,man ~nd Rf~h~d

Coombs.,?olftblned.-e,fforts to produ~e, i..~J!)n 1 o r H1gb

.

" .

The si.,'r'sh1"9 Eor ~trystnre',progr.aml,s an'act,iv~~y or1en~e~pro9u.m.~Th~degree:0£'4c t i'vf t yls':very;'~imHar:'to th~'^{,t i p)ortog'sciePse}}prog'ra~~^.':How~ver,

:

theSeo~Cbj

nS

'FO~

~', ~rogram "diff~[S

^::In'

't~'a~", th~ __ ~ct:lVl~ti~s ' ' ar'e :,:w:~ii

; ': " . :, , ' ,', " "\ ', }" ,';,:',

d~lneated, 8truct~ired" 4nd u.suallY.,sequenced "'i,t~in .a"

, unit.' 'The"co're·.,ct·lV{ti~.^{,f o r'}~ach,^unit"are

' ''l~h ' ~~ovisio~" f~r e~i'lCh~ent< a:c't1viil'~8

'''~~ e teo,cher,

"'

^"

Tohe lp alleviate the burden ohd1atr icts ee!lIplnent.

Equfp,~ en t··List

!2.!U!-<'

.I n th~ new'Juni or 81gb

CiltrJcu)U1D G~ide. ~

. .

this nev prog ralll,,.t h e Departllent of Edu,cation prov id e d I.l subs i dy of SO" fornewequi pmentpurchased to a,1Dall:lJlUIII0[.

$100.0·f or each 8ch·ool.·-inthe di.~~~ !ct8·usi ng,'··the·~ .Por Structure pr og ram-in gr ade ;.' ,To,'q ua li f y for thi 8 'sub s'l dy , S,ChOOlshad'to order equipme~'tl~cluded.I n the

- .

REGIONAL WORll:SHOPS,

.

. .

Dur ing'Ap r il>l~PO.~·~o.,u,~eglo'n~l'^KorkS,hOpsf~r',Ju'~lor

,Hi gh Scienc e Inservice've re"~ChedUl'~~=1:"abush,.st. ~o~n~~,, New f o'u n d la n d'an d L~ b ;ado", acco rd ing to pro'vincial specification s. THe first 25-30 pa ge s of the guide deal.

vlth such'~opicsas th e nature of the program, cO('lc eptual

"chem'es~ ^{wh ich.the program}~B ^based;'s~ience pr~nes;

f?rlll3t of the te.xt, ou t-of -c l a ssroolll'learning, learning str ategies , 1.ntegration, the Ketrlc System, sl owl~arners, eYalUa ~ l C?n ,~ and,the.chang i n g role ~f th e teach er.an ~ student. The rema1nderof the gUideboo~prov ide scontent background , methodol ogical,·a s pect s., equipment.U s t s :' and appendices elabora ti ngon SOme of th~ topics ~ealt,with

ih

theintro~uc\o~y~e9t10n,^{of the}gUi~e~o,Ok.^__~

The act ivity'or i e ntation.of.t he program required a

.major

emptias~s

^or!t,he

il.lbO~I.l~Ory

^{aspect,Of the}

pr~r~lI..

^I.t

va s re~ogniZed^{thatmany of the}',s ch oOl S in the provincewere

,de~ icienti~.th1s ar ea.

COrn er Brook and Gander, re~pec t jyeIY , Each workshopwas of

a'o ne day durat ion and.e.ac hdistrict was ask ed to send a

's upe rv isor and.cne.teach er, who could the n be-ysed to help

the supervis or w}'jen'doing the district inserv ice. · "

The

ObjeCt1Ve~

^{of the}

Re~i'onal

^{Workshopsweref :}

.... .1. To provide leadershipin the area

·of ...-~servi ce f~r

junibr,highscience .

2. To provide supervisors and.ot he r key people from

d tj~ct 8 e~po s~;e'

^{to the} Plliiosopt\Y...

an~

objectives. 'i~s t r ~"c t i o n a l.8 t r a t eg i ~ S and

~.

• .,' To aUow pa~ticipantst6~pportu~.lty to discuss aspects related to the implementation of the new programIn their district.

" JUNIOR,~IGHSCIE NCEINS~ITUTE

TO aid the transition to this newprograin,"0 six-credit

iftsti~ute,

^focusing

b~ sCi~~'ce

^{In th.ejunior'}

hi~tr:F8ChOOI

^was

offe red by',Memorial Dnh'ersi ty. ·Th e flrst,,:three'courses (Level-1) were'"

of.~er'ed

ⁱⁿ

19~O

and 1981.ond the:

're~a~nin9

threecou"nes'(Le ve l 11)_were offe red~J.n 1981",19 8 2 and 198 3.

--;ith:.

The pu r p o s e of th; Inetitll te Wall to prov ide'tea c her.

,./ ': " .

1.. The ph ll ~ eo ph y , ratio na le and ob;tecti ~!s of scienc e edu caUoa;- es pecially at the junior hi 9 h

Me th odol ogy r e quIred.to te a c h.8c~e"'tlffc'.· proces s e s,'cont ent and'attltUde.,

, ., \

The ma j o r ,c o n c e p t uajl framework',o f science,

appropriate to grtlde,87, 8 and 9. ,

, ' t: . .j

Anepprecf et Icn of the',interdisciplinary,n a tu r ~of'

. '.

-.:~

"^.,'~.^{". :}

..

~"

^{~ ..}

. " '4 .

.I ev ej ,

~unior"h~gh:sc i ~nce8•. ...,..,~.'."

5', 's ufficien t factual knowle d ge for co nfi d e nce i,~

teachlnl3 at th i sleve l •. I

,,'

"-

":..-~evel ^I o~,.

"t

Inst~tute'^{consis ted} o~^stUdies"in

Che1l1et'ry - Phys ic s -"Science Methode,:v hile Level II

. . ' .

"

. . '.

,con s I s t e d.~f ~tudJes ~n,~ i Ol 09Y - Eertti Science - Science.'r, Methode.' A, 't ea c her,co u l d do either eecU'on durt~gon e.

sl,ImJ;ller

' ~~d obtai~

^{'t h r ee}

C~ed1t8 :

The In'St1tute'v a s" p h nn! d

attend.,' ^..~';

" -:' . : ~

';t::!;., .,j,,/,:,;:;'ij., ·,,·::•.;i;;;··..

,;,·~.,:":.,·i·.\;.:",·." f

^•.".;l,.,·::" :..

:~.~

^..

i.;,~~;.;;.~, r0:;~ ,~~., . . ,,! : _ it

~t h~d

..

beene~i».!.nt^" for

-

,s ometJme by the^. Departllle':at.of Educat Jon that the pr obl ems wh ie hplagued the juni or hJgh

# .

• ef eece wereas follOV'sl 1-

2.

J.

unde'rqu al1f Je d teachers in,the acience a rea,

po;i

·{~.11 1t1.e

^{endsqu1.,.. nt, end}

program.

... ...

The Department was

con~inced'

^that

t h~

^-teacher

var~a~le-.

^{was the}'g r ea t es t'

p~,oble~'

^{Pla9ui.n9.the}

, j~nioi

'h i gh"

. ' . ,

ee Lenee area. I t'was hoped't ha t.'t he pr'o9r_calll change would inltiate'_.

.lmp;~~~~'~nt.

_\

'.l~

_" :t he. other two aieas,'

.

and that

'~.lt.h

.

. a

concerted effort by all' ,concerned"paiti~e.SUCh',11f1P~ove-m,en~·

would'be

fort~c~.iri9~, ' : J '

NE,~.POR'THE 6'1'ODY

This,

inn~Vat.1v~ ' ~ade Be~e~ pr~9UIll {(Plr~bJng

^Ppc

' . .

' \

^{. . ' .}

~) has'now been t.'eught for a1l: consecutiveyeara•.

. ' , .

.,'

. ' . . ". ' '.... ^" .

.Within thisP~:J~,of time the programh,at/;"Ill~t~r ed:an~.-~an',

be

expected,t o be",'defended on'He ownDe r ita . I conslde,r

- ' , " , " . ', '.I

t.eacbe,r.who are daily In'c0l!'tact,wi ~h ~he atuden~8.

'" .,' " ,

'l'ypically. teachen" viewa on,theeducational,procen:

h;Y~

^b,een

n89lect~d'. ~e

teaclJers' point'

~f

'v,i eV is indeed

. :" ^'

,; "

~

~'"

important, and thh.study isan attempt to give teachers an oppo r t~ni ty'to eapr eee t~i rviews or perceptions-:

,\ . ^.

Because teac~ersare avit a l element in the educatic;mal proce ss, i t is o~great imp o r t a nc e to learnabout their

per-~e~~~.?_~S conc~rd'ng

^{'t he juni o r high}

8~ I.\...sCJe,~ce

curriculu m. Ande rs on (1970) _.states that

teac\~rs ~re . - ..

^t.he

great.est of aU influences in the curriculum, and that their.

.

vi ews of'curri cul uJl\content , of 't he childre'nr'a nd.c e"t hei r

. -:

.. '

^{, '.}

own,valu e s"~re the,major determiners of ~h e cLe e e r ooa exper.ie~ces ;',an~t,hat thes eexp~,rienc!~:of,t.h:childr enare, basically , the curriculum•

.',The viewB.of~he Ne",foundland

'- nd

^Labrador'j uni or high

Bc'b-obi science teache~s,^{wi th} res~~~et ^{to·t h e·dUf'erent}

'a spec t ~" · ~'i·,\ h'e

^{Bcie n ce.c u ri}i c u l.u'm,'

~ay ' ~e ~'i9h~Y

s1gnifh:ant. Th~^way't~at'^theype;Cei~ethe vat'lousa~pects

of.,t h e ec r enee c~rriculummay"well be key'determ'~nin9

'f ac t ors for the success or _f~~l,:,re'in achi eving,the..goals

and objectives o'fthejuniorh"tghs~h~Ol.sCienceprogram.

,..;~~~

^need,for 't h i s stud;

~i,e's in.:t~o

^{ma j o r}

c~~­

' a i d er. t i o nss (a) the value of unde~standlng the way teachers percefvethe'eefencecurriculum'as co~pat.edto the prese ribe~^'or'forlli~lcurricul~m,^{'a nd'(b.),}kn~iedge ^{of the} preceee of curriculumdevelopmenta. it"a c t ua lly ceeuee,

-Th is

under8tan~ing -a ~d knoVled~'~sh'~Uld

^result',in,

re~~llImendatiOn. ^{for the.}improvement ~~:the ^{junior"hJ qh} 8choo l scieneecur riculum"";"

," ;,.:

DEFINITIONOF TERftS'

,

' , .

tg'p',Pmen,t 'nd Ruppli:'ftR.refer~t9 aU JIlat.eria~sneeded for'lab o ra t o r y

or:

'd e mOns t.rat i on'activi t i es ,'whi c h'include.

. " "

considered as,a vital _e~ement'of the,cu rr i ~'ul.umthemselves.

The intent of there s e a r c he r is

11

br i ng the

resu~\6'

^of

this.study

t'~:the

attention of'educators in'Newfoundla,riQ

a~d .

Labrador.,whodealvi th the desig n and Impl ementation of the junior ,high,sc}l.ool science

cur r icUI U~.

^If

~6 '

^science

progral!! is to'atta~n,succ e s s ,"it is.cr ll c.t a·1~.t h 8 t ~t:he suggestion s and.i deas of thosewho aretea~hi n9the program bet~keninto account . Cons tr uc ti ve criticismsfrom these

. t ~ a c h~ r s . C"oU l d . , ... p r o ~ i d e I'nvalua~le

^{. ; .} information^{' '}, 'f o r^. re~ol!lD\enda ti ons't~ards,t he bp:ovelnentof'this prqgr.am,f o r Newfo und i~nd.and_La~rad~rst.ud!'!nts•.:

, .. .. " .., .-

laborato'ry.·a p p a ra.t u 8 " glassware, preserved or.,li ve 8pecialens, and anyother pertt.nent·hardv,a r e.

. r

~

^refe'ts'

~o

^{'t he}

PhY81~al:'. ~t~~cture8 ~~;.tl.able

's uchi..the,classroom,

Q2Al& refers't o long

r~~ge expec>tatio~8.

^{·o.r,a ims of}

~he

eefence program.

'C y r~l P m as used in'thi Ei study rders to all . ,"-expe rIen<:eai n)which,students',

b~C?m~'

^{Invefved, within}

th~

sctfool env.trol'/1lle~t'~ s well as outsidethe school, under the', dir~ction',and gUidance,of the''teac h e r s ,.who'w'i11"be

different.aspects of the curriculum.

the curricululll"a. it presently exists.

.Qbj e cn ye fi refers to the immediate or short ter m'

expec tatI on s of the pr a9 ralll.

Percep t l on 6'as used .!.n th is st udy refers to the pers onalopinions'and.ideas of theteachers, with.r eepec t to

on co~t ~rit an d me th o d o l'ogy required for teacher

_t eac l'i1n9 of'juniorhi gh.schoOl·'scj$rice.- .'certification... '

.'

'

.:t e c h n t q u e fi.r~fers to·th~._bOdy

p f

'lIetho~s.used ^{by the}

te:achei"~to,accomplis~·-the. ^{goals and} o~ject:iv~,8 ^{of the} .~"^sCi.ence"pr~9 ra~"

..( '...~^...,.'. pr~Bc'rltied currtGP)~m ^{refers.to all} 9~idellne'8'-^iasued

.l-:_ .

by the_.

'~ewfoundland

_.

,'Deparben'~':"~f Ed~catlb

_{... .} '

~" cO:~~~~~l~~

- . '- .

.-·the;

"-..~'.^....

--.1

. : .

Chapter2 RELATED RESEARCH

..:.-~

_ - - - - '. INTRODUCT I ON

1-

In'var io us studi es•.•that havebee n dr ried out in th e

, .

.

^'

,

.^'

~ast regarding innova tive scienc e c.urrl~~a , the te~~her rUiable

ha~

" "

, ld en~Jf ied.

^{as"g r}ea tl y InflUenCing '" .

BUC~!J6.te e fallure) of manypc~ rams . 'reeche r eare oneof the'"espential con~t1tuents''of,the,e duca ti on'al,process, an'd

,,~~e,~ef~~.e

^'it,

i~';:'ir~~n~ ; to ,: i,~acn' :

^about',

, ~hel

^r,

?~rc~'Pt'iona

re~~rdinq'varI~'~a8pe,c,tB "~f ~he.c u r'r iC,ulum. ~eache~8~

per~~Ption8 ',~a~',be '

^of

9~ellt', 8l~'nif1c:a~~e i ,n ' determ1t.,ln9 ~he ,

.-.', "

,~uc~~s ;.,'" Of'. .nY 'p:rt,'~cui~~' ~'~o,g'r'''m~ :

^.or

'e~'~ ~ '~f th~ ,wh,~ie

educll,~ional 8~-!.t ellOf.a,'country.",I n,ov i nqhaw,the',t~ache,~ s percel'H'the1llselv es. ^{" .} and the:dlffere nt'ee apene ne e^{' ,} of ..

curcicul~m"could ,

^be,very

' VlIIUllblr,he~ ,d~te rmlni~9 ~'oala

^and'

curricul,ar actiVities in.acoop e ra tiv e process. This .

c~"~er

^will

d18CU~S

^t.he

fOll~win9 ' ~~ctou ~s

^{they relate to}

t~ach~rd'_ ;'erc~Pti~n'~ ~ OnCernlnq~ .~1e~ee c~'rrlcu1a~

^{(a) '}

'- pe'rceptio;;. ", 'Cb):developmen't,of ~Cience',c·urrlcul um,.C.cJ,

.eefenee teacheu",perceptions, (d) importance,of teachersIn

" , ' " " ,

curriculum,','Ce) importance of science laboratories (t )

, " " ,', ' ." ' , "

Newfoundland,achoola, and,C9j.l Ne Wf o,undl a,nd,'jurHo[ high ,

~c1~n~e

':eva l u:a tton r e poit .

.pre-

'h a t'aectton'Wil l

pie:~nt

^,a'

,;.

"(