A study of science education in Tennessee as perceived by science teachers and principals

The purpose of the study was to investigate the nature of science education in Tennessee as perceived by science teachers and principals. The information obtained was to become part of a data base for making decisions about possible improvements in science education programs in the state.

A stratified random sample of 320 science teachers and 220 principals were surveyed with a questionnaire designed to determine perceptions based on the frequency of occurrence and desirability of various components of science education.

The major findings of the study included:

1. Major discrepancies existed between what science teachers and principals perceived as the nature of science education and what they considered desirable practices.

2. Grade level assignment and degree level were factors which contributed to differences in perceptions of science teachers. Years of experience in education and degree level were factors which contributed to differences in the perceptions of principals.

3. Science education programs in Tennessee were characterized in the following ways: (a) The major purpose of science education is to provide knowledge: facts, concepts, and principles of science, (b) No consistent planning pattern existed in planning science education programs, (c) Lecture/discussion is the predominate instructional technique of science education programs. The major resources for science teachers are other teachers, principals, regular college courses, and local district in-service programs, (e) The primary constraints of science education in Tennessee are lack of sufficient funds for purchasing equipment and supplies, inadequate facilities, and lack of articulation of instruction across grade level.

4. There was little compatibility between the characteristics of science education in Tennessee and those components identified in the literature.