Examining the Metropolitan and Non-metropolitan Educational Divide: Science Teaching Efficacy Beliefs and Teaching Practices of Australian Primary Science Educators
Research in Science Education, ISSN: 1573-1898, Vol: 53, Issue: 5, Page: 889-917
2023
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Article Description
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.
Bibliographic Details
http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85156194398&origin=inward; http://dx.doi.org/10.1007/s11165-023-10113-w; http://www.ncbi.nlm.nih.gov/pubmed/37359422; https://link.springer.com/10.1007/s11165-023-10113-w; https://dx.doi.org/10.1007/s11165-023-10113-w; https://link.springer.com/article/10.1007/s11165-023-10113-w
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