4.1 In carrying out inspections of primary and secondary schools, HMI have noted that many pupils are not being sufficiently challenged in science, particularly at the upper stages of primary and at S1/S2. Over the period 1995-98, HMI noted that the arrangements for meeting pupils' needs had important weaknesses or were unsatisfactory in 48% of primary schools and 64% of secondary schools at S1/S2. In only 7% of primary schools and 5% of secondary schools were pupils' needs being very well met in science. In these few schools, tasks and activities were well matched to pupils' needs and the pace of learning challenged all pupils, even the most able.
4.2 HMI found that pupils' needs were best met at the early stages of primary school. Where practice was good or very good, teachers gave pupils ample opportunities for first hand experience, both in the classroom and out of doors. The availability of living things and other artefacts encouraged good observation and generated a lot of discussion and questions. Many of the youngest pupils already had quite a good knowledge of natural science in P1 and could, for example, name parts of their bodies, recognise different types of animals and sort objects into groups by colour and shape. They were able to predict, usually correctly, which objects would float or sink, which would feel warm or cold or which would feel heavier or lighter. They were already making good progress towards achieving targets at Level A. Where this progress was sustained pupils had little difficulty achieving Level A by the end of P3. In fact, some pupils had achieved Level A targets by the end of P2. This reflects the quite modest amount of science content to be covered in the first three years of primary schools and the fact that pupils acquire so much knowledge of science outside of school through, for example, watching television programmes, visiting parks, museums and zoos and talking with adults.
4.3 Pupils' prior experience and knowledge of science was not often fully exploited in the upper stages of primary schools or at S1/S2. Science topics sometimes repeated content covered at earlier stages and the pace of pupils' learning was often too slow. This was most notable at S1/S2 where worksheets further slowed down the pace of progress. In general, all pupils followed the same course at the same pace and, as a result, pupils were not making good progress towards national targets. However, HMI found that, in the small number of primary schools where the knowledge and skills of science were taught systematically, pupils achieved Level D targets by the end of P7 and some pupils were making good progress towards Level E targets in some of the outcomes. Where secondary science departments built on this prior attainment, some S1 pupils were achieving Level E in knowledge and understanding. The new Level F provision will provide additional interest and challenge for able pupils at S1 and S2 and will allow them to make better progress towards appropriate goals.
Primary teachers' confidence and competence
4.4 Research evidence supports the view that there is a relationship between increasing teachers' own understanding of science and improving the quality of their direct teaching of science. Better understanding of science concepts leads to more accurate transmission of information. Teachers' confidence is increased and they are better able to ask open-ended questions and to respond to pupils' questions. If teachers have low levels of confidence and competence in science, their expectations of what pupils can achieve are similarly restricted.
4.5 In 1995, a research report, commissioned by SOEID, on Confidence and Understanding in Teaching Science and Technology in Primary Schools was published by SCRE. This confirmed long-standing concerns about the confidence of primary teachers in teaching science. Researchers found that large numbers of teachers lacked confidence and understanding in key aspects of 5-14 science. In the sample, 63% of teachers had no qualification in science. Initial teacher education courses did not at that time cover much of the 5-14 science content. 41% of teachers gave the lowest confidence rating to science compared with 1% for English and mathematics. 71% of teachers felt fully confident to teach English and mathematics while only 12% felt the same confidence about teaching science. The research had important implications for pre-service training and the continuing professional development of primary teachers. The report contained many recommendations aimed at improving the confidence and competence of the national teaching force in primary education.
4.6 Over the last few years a number of local and national initiatives have aimed to raise teachers confidence and competence in teaching science. These have included:
4.7 In addition, education authorities have provided good support for teachers through staff development events and support materials, and a number of secondary science teachers have worked successfully with teachers from associated primary schools to improve primary teachers' confidence and competence to teach science.
4.8 The follow-up survey to the research report showed some slight improvements, but despite these initiatives, the critical breakthrough has not yet been achieved in improving teachers' confidence and competence to teach science in Scotland. Similar concerns were expressed about primary science teaching in other countries throughout the 80s. In England, throughout much of the 90s, there was a major staff development programme of designated courses in science for primary teachers focusing not only on methodology but also on ways of increasing teachers' understanding of scientific concepts, which has resulted in a marked improvement in primary teachers' confidence to teach science.
4.9 In the USA, where pupils performed very well in the TIMSS survey at age 9, science education has been given high status for decades at district, state and national levels. The National Science Foundation (NSF), which was established by the federal government in the 1950s, has provided long-term support for school science education. NSF provides substantial funds each year for 'teacher enhancement programs' (continuing professional development) and the production of science schemes, including practical kits, for elementary school curricula.
4.10 Large numbers of Scottish primary teachers still lack the necessary confidence and understanding to teach much of the science content of the 5-14 guidelines. The SCRE research indicated the magnitude of this problem and made suggestions as how it should be addressed. Appropriate bodies at national level, working as necessary with education authorities, should consider what further support, including staff development, would be most effective in helping primary teachers' address their lack of confidence and competence to teach science.