The status of science course offerings and teacher perceptions of science education in public school systems of four selected counties in East Tennessee

The purpose of this study was to determine the status of science course offerings and the teacher perceptions of science education in the four selected counties of East Tennessee.

The review of the related literature showed that studies had been conducted in many states to determine the status of science course offerings, which led to certain improvements in the quality of science education. No recent information has been found on the current status of science programs and the preparation of science teachers in Tennessee. Neither could any studies be located on the perceptions of the teachers on science education in Tennessee; thus, there existed a need for an assessment.

A direct-mail questionnaire was the primary method used in this study. The questionnaire was administered to the current science teachers of grades 7 through 12 in all of the public schools of the four selected counties of East Tennessee. A total response of 38 was received out of a study population of 71 teachers, giving a 53.5 percent response to the study. Of the 38 schools in the study area, 26 schools responded for 68.4 percent.

Analysis of the data was made in terms of frequencies, percentages and totals. The data collected in this study were reported by the descriptive survey method, accompanied by tables, charts and graphs. The following summary presents the principal findings of the study.

Since more males responded, the average science teacher of this study area is a male between the ages of 21-30 years with a BA/BS degree in Education with science certification and 4 to 6 years' teaching experience. The typical female teacher is between 5l-60 years of age with 13 plus years' experience and the same degree and certification achievement levels as the male teachers.

The teachers of the study area are teaching primarily in the elementary and middle school range of grades 7 and 8. Most of the teachers surveyed taught in schools that are located in rural settings.

The science course most frequently offered is general science offered yearly with no ability or difficulty levels and no prerequisites for the science courses. The courses are offered as requirements rather than as electives.

The science programs offered by the schools are primarily of local origin based heavily on the textbook used in either a 6 or 9 weeks' segment. The NSF program material has made little impact on this region in the past, and the future plans of the region are based on the state textbook adoption plans.

The descriptive information was subdivided into four sections: teacher preparation, special programs, instructional practices and credit. There appeared to be no special requirements for who taught advanced science courses, but most of the teachers felt the position should go to the best educated member of the staff. The special science programs such as an outdoor facility or nature trail were not widely used. At the time of the study, other special programs such as mainstreaming or IEP had made little impact in the study area. Finally, the teachers were in favor of no prerequisites for taking science courses. The instructional practices in science were generally found to be conservative in nature. The . teachers favored an emphasis on values but not to the point of establishing a separate course, and the same was true of career education. They were in favor of more parental participation and felt this participation could broaden the scope of discussion of controversial topics. Teachers and their students did take advantage of science research by entering competitions. They did not feel that requiring research was the best way to achieve participation in science fairs, nor did they require research in order to receive an A grade. Teachers did not require formal research assignments in the advanced science classes. The teachers felt that the use of more practical material and nontechnical material would increase the appeal of science.

The information from the survey could be used by the universities and colleges in graduate level courses at times and in places that are most convenient for teacher retraining. Courses should also be available at the undergraduate level concerning similar information to that in the graduate program in order to reach both populations of teachers. The course information should emphasize more practical and nontechnical material and should give experience in new techniques in the area of science education as the reporting teachers perceive a need for this information.