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Science Teachers’ and Senior Secondary Schools Students’ Perceptions of Earth and Environmental Science Topics

Published online by Cambridge University Press:  10 March 2014

Vaille Dawson  and
Katherine Carson
Vaille Dawson*
Affiliation:
Science and Mathematics Education Centre, Curtin University, Perth, Western Australia, Australia
Katherine Carson
Affiliation:
Science and Mathematics Education Centre, Curtin University, Perth, Western Australia, Australia
*
Address for correspondence: Professor Vaille Dawson, Science and Mathematics Education Centre, Curtin University, Hayman Rd, Bentley WA 6102, Australia. Email: [email protected]
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Abstract

This article presents an evaluation of a new upper secondary Earth and Environmental Science (EES) course in Western Australia. Twenty-seven EES teachers were interviewed and 243 students were surveyed about the degree of difficulty, relevance and interest of EES topics in the course. The impact of the course on students’ views about EES topics was also explored. It was found that more than two thirds of the students chose to study EES because of personal interest. However, students perceived that some Earth science topics were difficult, boring or irrelevant. A lack of content knowledge from lower secondary science contributed to these perceptions. Nevertheless, teachers and students perceived that their understanding and attitudes towards environmental science topics such as climate change was improved. With the advent of a new Australian senior secondary science curriculum that includes EES, the implications of the findings for curriculum development and teacher professional development are discussed.

Keywords

environmental scienceearth scienceupper secondary schoolcurriculum
Type
Feature Articles
Information
Australian Journal of Environmental Education , Volume 29 , Issue 2 , December 2013 , pp. 202 - 220
Copyright
Copyright © The Authors 2014 

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