The curriculums, pedagogy and method of assessment used in local science education need to change to be more relevant to modern times, and the current "examinations and teaching-to-test mentality" urgently need to shift to "a culture of assessment for learning".
These were some of the findings of local research studies on science education presented by five Master of Education graduates to science teachers from state, Church and private schools at a one-day seminar held at Malta Council for Science and Technology at Villa Bighi, Kalkara.
Claudette Azzopardi conducted a research study entitled 'A relevant science education in the 21st century'. Her study highlighted attitudes of local students towards science education, the impact of gender differences, and students' preferences. It found, for example, that aspects of human biology were among the most popular topics, particularly among girls.
Ms Azzopardi made a number of recommendations on how the science curriculums could be more relevant today and emphasised the need for such curricular changes to be accompanied by changes in pedagogy and assessment.
Michel Spagnol's research explored the use and implications of assessment for learning strategies. His study, entitled 'Assessment for learning in a Maltese physics classroom', started by reviewing current assessment, which is predominantly controlled by an examinations and teaching-to-test mentality.
Mr Spagnol then conducted research on the use of a number of formative assessment strategies, including the pre- and post-topic test, the use of questions, feedback through written and oral comments, and self-assessment.
The study showed that students appreciated feedback on their work and recommended that such feedback should be the basis for students to improve their work.
Mr Spagnol's research also indicated the urgent need to redefine the meaning of current assessment practices in order to shift to a culture of assessment for learning.
Charlotte Saliba Camilleri's research looked into whether the current Physics syllabus at post-secondary level satisfied students' and teachers' needs and expectations, and provided sufficient preparation for students opting for science courses at tertiary level.
Her study, entitled 'Advanced Matriculation level physics: the transition of further studies', looked at the difficulties students encountered during their first year of studies at the University of Malta. Ms Saliba Camilleri used her findings to formulate recommendations on restructuring the Matriculation A-level physics syllabus and exam.
Godwin Degabriele focused on how the media affects the way local students visualise scientists and their work. His dissertation, entitled 'Getting the right picture: helping secondary students adjust their pre-conceived ideas on the images of scientists and their work derived from media education', reveals that students do not hold a particularly strong stereotype of scientists.
The research included an intervention programme aimed at enhancing students' perception of scientists and their work.
Marissa Galea's study, 'A cross-sectional study of students' perceptions of practical work in science education', dealt with science practical work.
According to the students she interviewed, the most important factors to conduct proper scientific investigations were the provision of quality apparatus and clear instructions, and performing experiments themselves.
Ms Galea's research also highlighted students' feedback about the amount of report writing linked to practical work. It concluded with a number of recommendations to improve science practical work and ideas for further research in the area.
The seminar's keynote speaker was Patricia Murphy, Professor of Education at the Open University in the UK. Prof. Murphy gave a presentation on new developments in science enquiry-based teaching, including examples of good practice taken from new science courses emphasising new approaches to teaching/learning situations.
In her presentation, Prof. Murphy discussed the relationship between good practice and students' gender. She spoke about some of the tensions and challenges faced by science teachers when they try to meet the demands of good practice.
She said the need for dialogue during enquiry-based teaching/learning situations and the application of knowledge to real-world scenarios were essential ingredients to maintain student motivation.
The seminar also included a presentation by Gaetano Bugeja, education officer for Physics, on Malta's first-ever participation in 2007 in the 'Trends in Mathematics and Science Survey' (TIMSS), which involved all Form 3 students in State, Church and private schools.
The survey revealed, for example, that Malta has one of the youngest science teacher populations in the EU countries that took part in the survey. Furthermore, 80 per cent of Maltese science teachers have a first degree, while 12 per cent have an additional second degree or higher.
The presentation focused on aspects of the survey that showed the extent to which local teachers relate science to everyday life, conduct experiments and use group work.
The seminar was characterised by the active participation of science teachers, who confirmed the value of sharing local research findings, networking and dialogue. They expressed the hope that such seminars would become a regular event.
The seminar was organised by the Curriculum and e-Learning Department in the Directorate for Quality and Standards in Education (DQSE) in conjunction with the Department of Maths, Science and Technology (DMSTE) of the University of Malta's Faculty of Education.