Secondary science teachers engagement with the latest scientific research

This study examined how science teachers integrate the latest scientific information into their teaching methods. A mixed methods approach, using surveys from 144 science teachers and six in-depth interviews, explored how teachers maintain and extend their scientific knowledge, the impact of rapidly changing scientific discoveries on teaching, and strategies for more efficient access to the latest scientific information.

The study revealed a paradox in science education: while more than three-quarter of teachers viewed staying updated as important to essential, less than half reported updating their teaching programs annually. Teachers mainly relied on online systems and personal experience, with more than half preferring internet sources. Major obstacles include heavy workloads, time limitations, and curriculum pressures, with almost two-thirds of teachers working over 50 hours per week. The study uncovered a lack of emphasis on structured inquiry-based approaches and formal professional development. Interestingly, while teachers valued professional associations, their engagement with these bodies was low. Student welfare emerged as a significant concern.

A crucial finding was the absence of a single, comprehensive website aligning cutting-edge science with the curriculum. Despite this gap and teachers not fully meeting syllabus expectations for including the latest science in lessons, teachers mostly supported creating such a resource. Those teachers with postgraduate studies showed greater confidence in handling quickly evolving scientific knowledge. The study revealed that teachers strongly desire to include the latest science, but they are often hampered by workload, curriculum demands, and limited access to efficiently integrate these resources.

This research highlights the obstacles science teachers face in staying current with rapidly evolving scientific discoveries and integrating this information into teaching. It suggests that targeted educational policies and appropriate professional development can positively influence teachers’ ability to incorporate current scientific advancements effectively. The findings underline the need for systemic changes, including the creation of a centralised, curriculum-aligned resources and dedicated time for engaging with new scientific discoveries.