Examining the Metropolitan and Non-metropolitan Educational Divide: Science Teaching Efficacy Beliefs and Teaching Practices of Australian Primary Science Educators.

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Research in Science Education Pub Date : 2023-05-02 DOI:10.1007/s11165-023-10113-w

James Deehan, Amy MacDonald

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Abstract

The provision of quality science education is a global priority beset by longstanding challenges, which can be amplified in rural and regional contexts. This creates a dual problem where stakeholders must focus on the improvement of science education outcomes whilst being cognisant of the established divided between metropolitan and non-metropolitan learners. Considering the recent positive TIMSS results which showed equitable science results for regional, remote and metropolitan Australian year 4 students, this paper aims to examine the relationship between primary teachers' school location and their science teaching efficacy beliefs and reported science teaching practices. A total of 206 Australian primary science educators responded to a cross sectional quantitative survey. Descriptive statistics, analysis of variance (ANOVA) and chi-square analyses found no statistically significant differences between metropolitan and non-metropolitan teachers on measures of science teaching efficacy beliefs and reported science teaching approaches. This apparent contradiction of established research themes merits deeper school and student-focused research to understand the practical implications that could arise from these findings.

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审视大都市和非大都市的教育鸿沟：澳大利亚初级科学教育工作者的科学教学效能信念和教学实践。

提供高质量的科学教育是一个长期挑战所困扰的全球优先事项，在农村和地区背景下，这些挑战可能会被放大。这就产生了一个双重问题，利益相关者必须专注于提高科学教育成果，同时认识到大都市和非大都市学习者之间的既定分歧。鉴于最近TIMSS的积极结果显示，澳大利亚地区、偏远地区和大都市四年级学生的科学成绩是公平的，本文旨在检验小学教师的学校位置与其科学教学效能信念和报告的科学教学实践之间的关系。共有206名澳大利亚初级科学教育工作者对一项横断面定量调查作出了回应。描述性统计、方差分析（ANOVA）和卡方分析发现，大都市和非大都市教师在衡量科学教学效能信念和报告的科学教学方法方面没有统计学上的显著差异。这种既定研究主题的明显矛盾值得学校和学生进行更深入的研究，以了解这些发现可能产生的实际影响。

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来源期刊

Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

8.70%

发文量

期刊介绍： 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.