| dc.description.abstract | This study examined the implementation of the Ontario elementary school Science and
Technology curriculum from the perspective of nine grade 8 teachers of varying experience and
specialization. The questions which this research attempted to address dealt with the teachers’
knowledge of the implementation process and their knowledge of, adaptations to and challenges
with the introduction of the current science curriculum. Included in the study are questions
concerning the changes teachers have made in the means of instruction with specific emphasis on
the inquiry and design method, as well as the changes teachers have made in assessing/evaluating
student achievement.
This research was a preliminary, investigative, applied type research which began when
the implementation process was only in its first year. The qualitative research method of case
study using standardized, open-ended questions was used. Data analysis involved the
organization of the data into categories and subcategories. Inductive analysis was used to
determine themes, patterns and relationships in the data.
Most science teachers have a substantial knowledge of the curriculum (its content and
nature) and feel that in order to cover the extensive, structured, and challenging curriculum they
need to accept it, integrate it, look to each other for support, and re-evaluate continually.
Teachers’ perceptions of their ability to teach science is a major contributor to effective
science curriculum implementation. The majority (six) of the teachers felt that having a science
background (general knowledge of big science ideas) or being qualified in science would assist in
implementation of the new curriculum, and the findings from this study showed that most of the
teachers were knowledgeable about the new curriculum, and were implementing it with little
difficulty.
A major inhibitor to the effective implementation of the science curriculum was lack of
resources: resources to help teachers to implement their lessons, their labs (materials and space),
and their assessments and evaluations. Most teachers’ expectations for the future include more
in-service/PD, teacher resources, equipment, and textbooks.
The factors identified in this study as contributors to or inhibitors of the effective
implementation of the science curriculum included the time intensive and complex nature of the
curriculum, the ability of the teacher to understand and deliver the curriculum with emphasis on
instructional and evaluation practices, and the availability of resources. In addition the assistance
and guidance received from administration and the professional development provided to the
teacher which affects the school culture are also identified as contributors or inhibitors to the
effective implementation of the science curriculum. | |
