Using I.C.T. to promote Science in the World Around Us Curriculum

Abstract

This investigation has been designed to determine the extent of science teaching in primary schools in Northern Ireland; and whether I.C.T. is a suitable method of promoting the teaching of science within the World Around Us curriculum.  The context of this research is provided by an Education and Training Inspectorate (ETI) report, based on a survey carried out in January 2014 to evaluate the implementation of the World Around Us curriculum in primary schools.

The main research questions for this investigation were:

1.  How much science is taught as part of the World Around Us curriculum
2.   What are the barriers, if any, to teaching science in primary school
3.  What is the role of I.C.T. in the promotion of science in the curriculum
4.  Could Fronter, a virtual learning environment, promote science in the curriculum?

Questionnaires and interviews were undertaken in two schools in Newry, Northern Ireland. The researcher chose schools in two different settings in order to obtain a fairer representation and cross-section of school types and environment. Previous global studies correlate with the findings of this investigation, which show the main limiting factors for teaching additional science to be:

•  ·         decline in the number of science specialist teachers,
• ·         lack of teacher confidence,
• ·         lack of resources
• ·         unsuitable topic choices

Additionally it was found that the use of ‘ready-made’ Fronter courseware would be beneficial for the promotion of science in the World Around Us curriculum, although it was found that this may not be the best I.C.T. resource available.

Further research could include investigating the methods for choosing topics within schools; the number and influence of science specialist teachers in primary schools; and other methods of delivering science through I.C.T.