Completed the first year: novices’ perceptions of what would improve their science teaching

Michael Cahill
Keith R. Skamp, Southern Cross University

Abstract

Cahill and Skamp examine the levels of confidence among selected primary level science and technology teachers, based on a 1998 survey of 100 New South Wales schools in which there was at least one novice teacher. Responses suggested that constructivism as a learning theory which could impact on teaching and learning strategies was virtually unknown. Moreover, they highlight areas of the survey indicating low teacher confidence, and suggest methods for improvement.