TITLE: MIND THE GAP! AN EXPLORATION OF SCIENCE TEACHING FROM PRIMARY TO POST-PRIMARY SCHOOL, FROM THE TEACHER PERSPECTIVE, IN THE IRISH CONTEXT.

Abstract

Title: Mind the gap! An exploration of science teaching from primary to post-primary school, from the teacher perspective, in the Irish context. Research Question: Do teachers feel that Primary Science adequately prepares students for the Junior Cycle Science Programme? Curricula provide the foundational basis for teaching in Ireland at primary and post-primary level. It is imperative that both curricula complement each other, with certain degrees of overlap between them, to facilitate a smooth transition for pupils from primary to post-primary school. To evaluate this transition in the Irish educational system, this study aimed to ascertain if teachers felt that the 1999 Primary School Curriculum supports the Junior Cycle Science Programme effectively. A quantitative approach of online survey design and distribution was employed to gather the opinions of primary and post-primary science teachers. Opinions were gathered on the teaching and learning of Science, which pedagogical approaches were utilised, the transition between primary and post-primary school, and feelings on the nature and utility of collaborative work between sectors. It was found that many post-primary teachers feel that the primary students are not prepared well for Junior Cycle Science, and many primary teachers did not know if students were adequately prepared. Neither set of teachers were very familiar with the curriculum of the opposite sector. This study found that post-primary teachers enjoy teaching science more than primary teachers, but in contrast, teachers’ felt that primary students enjoy learning about science more than their post-primary counterparts. Teachers from both sectors indicated that collaboration between sectors would be a useful way to address this. These analyses have indicated that the primary school curriculum does not provide a sound basis for post-primary science education, identifying a significant gap between both sectors. This gap may be addressed by collaborative work between the sectors, but this can only be facilitated when barriers such as time and resources have been removed. A more harmonious link between primary and post-primary school will have a profound effect on student learning outcomes. It may help remove some of the anxiety and stress associated with the primary to post-primary school transition. This would be enormously beneficial to everyone involved, parents, teachers and students.