Teaching Science: Challenges Encountered When Teaching An Area Outside .
Volume 13, No.1., 5-23Faculty of Education , UM, 2019Teaching Science: Challenges Encountered when Teachingan Area Outside Science SpecialismDoreen MizziUniversity of Maltadoreen.mizzi@um.edu.mtAbstractIntegrated Science is taught in the initial two years of secondary schoolin Malta and includes topics from Physics, Chemistry and Biology. MostScience teachers are likely to have a degree level qualification in oneScience subject, therefore when teaching Integrated Science they wouldneed to teach topics that they might not have studied beforehand. Whenteaching outside science specialism teachers will be teaching a subject/sthat they did not study at Degree or even at Advanced Level. This canoffer considerable challenges. The research study was carried out toexplore the main challenges that Science teachers, who are nonChemistry specialists, encounter when teaching Chemistry topics fromthe Integrated Science syllabus. Following a qualitative methodologicalapproach, data were gathered mainly through interviews and classroomobservations. This paper presents three case studies of participantteachers who narrate their experiences when planning and teachingChemistry topics and how this affects their self–efficacy and identity asScience teachers. Teachers also describe how they deal with thesechallenges to improve their practices. Based upon the outcomes of thisresearch recommendations are provided to support teachers in teachingoutside an area of their science specialism.Key words: teaching outside specialism; teaching Integrated Science;non-Chemistry specialist teachers; teacher identityIntroductionScience in secondary schools is taught using different approaches rangingfrom integrated approaches to more specialised approaches (Eurydice, 2011).5
In Malta, State secondary schools are made up of the middle schools (Year 7and 8) and the secondary schools (Year 9 to Year 11) (MEE, 2012). In themiddle school, students learn Integrated Science as part of the corecurriculum. The Integrated Science syllabus includes topics from Physics,Chemistry and Biology. At secondary school, students study one Sciencesubject as part of the compulsory curriculum. In State schools and in most ofthe Boys’ Church Schools students generally study Physics as theircompulsory Science (Eurydice, 2014). Students in most of the Girls’ ChurchSchools, in some of the Boys’ Church Schools and in Independent Schoolschoose either Physics or Chemistry or Biology as their compulsory Sciencesubject. At the end of Year 8 students may opt to study one or two Sciencesubjects in addition to their compulsory Science subject. In other words,students at secondary level study a compulsory Science subject. The uptakeof the other two Science subjects depends on the students’ choice, so that notall the students study the three Sciences at secondary school.Maltese Science teachers would have generally specialised in one Science area(that is either in Physics, Chemistry or Biology) in their teaching degree andin this paper this will be referred to as their area of Science specialism.During the initial teacher education programme prospective teachers wouldhave studied the other two science subjects at a broad level. When teachingIntegrated Science teachers will be teaching both within their area ofspecialism and outside their Science specialism, which means that theseteachers would not have studied the subject at Degree or at Advanced level(Childs & McNicholl, 2007). For instance, a Physics teacher with a B.Ed.(Hons.) degree in Physics teaches within one’s area of Science specialismwhen teaching Physics topics, but teaches outside his/her area of Sciencespecialism when teaching Chemistry and Biology topics which are part of theIntegrated Science syllabus. What is more problematic in the local context isthat since Physics is the compulsory science in most secondary schools, alarge number of Physics teachers may not have studied Chemistry andBiology at secondary level, but they are expected to teach these subjects aspart of the Integrated Science curriculum.Teaching outside one’s area of science specialismThe role of the Science teacher is a multifaceted one. Science teachers arerequired to take on the role of ‘subject specialists’ when teaching a Sciencediscipline they would have studied at Degree level, as well as a more‘generalist’ role when teaching Integrated Science. The major issue and6
concern related to teaching outside one’s area of Science specialism is thatteachers have limited subject matter knowledge (SMK) (Childs & McNicholl,2007; Kind 2009). They also lack the knowledge required to adapt subjectknowledge for teaching, what Shulman (1986) describes as PedagogicalContent Knowledge (PCK). Bennett (1993) claims that adequate knowledgeand understanding of the subject is required for teachers to effectivelydiagnose students’ misconceptions, make appropriate curricular choices, plansuitable tasks and present quality explanations and demonstrations. Whenteachers teach outside their Science specialism they need to learn both thesubject content knowledge as well as PCK in order to be able to transform thecontent into representations, activities, demonstrations and exercises tofacilitate students’ understanding (Shulman, 1987).Research carried out with both trainee and experienced teachers (Childs &McNicholl, 2007; Hashweh, 1987; Kind, 2009; Kind & Kind, 2011; Sanders,Borko & Lockard, 1993) has shown that teachers experience variouschallenges and issues when planning lessons and teaching outside their areaof expertise. Kind (2009) suggests that compared to experienced teachers,trainee teachers may encounter bigger challenges when teaching outsidespecialism.Drawing on various research studies (Childs & McNicholl, 2007; Hashweh,1987; Kind, 2009; Kind & Kind, 2011; Millar, 1998; Sanders et al. 1993), themain challenges encountered by teachers occur whilst planning lessons andwhen teaching a subject due to lack of familiarity of both content andcurricular knowledge. Planning lessons outside an area of expertise tends tobe time consuming since teachers often have gaps in content knowledge andits understanding (McNicholl, Childs & Burns, 2013). Moreover, lessonplanning can entail a very laborious process because teachers experiencedifficulties in deciding the key concepts in a lesson, in organising the unit andin linking different aspects of content. They are also unsure about how tosequence the content and how long the activities may take (Sanders et al.,1993). All these factors make teaching a non-specialist area more challengingand demanding than teaching within specialism. Furthermore, pedagogiesused and classroom interactions tend to be limited due to having a restrictedknowledge of potential activities and analogies required to explain particularconcepts (Childs & McNicholl, 2007). The lessons become teacher dominated,allowing very little time for student talk (Carlsen, 1993). Teachers also faceconsiderable difficulties in answering students’ questions, in devising7
practical work and in identifying students’ misconceptions (Childs &McNicholl, 2007; Millar 1998).Kind and Taber (2005) argue that teaching outside one’s area of sciencespecialism creates a “professional dilemma” because Science teachers arelooked up to for their specialists’ skills and yet they are expected to “teach as‘experts’ throughout the whole science area” (p. 16). Consequently, teachersbecome apprehensive and lack confidence when teaching outside specialism.This will affect the way they perceive themselves as Science teachers, that istheir teaching identity which can be defined “as being recognised by self orothers as a certain kind of teacher” (Luehmann, 2007, p.827). Beijaard, Meijerand Verloop (2004) notes that “identity is an ongoing process of interpretationand re-interpretation of experience” (p. 122). They further argue that identityinvolves both a person and a context and that within a professional identitythere are sub-identities which must be balanced to avoid conflict between thedifferent facets. Teacher identity develops over time and is shaped by avariety of factors such as personal histories, actions, events, previousexperiences as science learners, contextual factors, social interactions andparticipation in discourse and practices as part of a community of practice(Avraamidou, 2014). A teacher’s identity is highly influenced by the subjecttaught (Siskin, 1994) and, as Hobbs (2011) argues, the development of asubject teacher identity is a continuous process of identity construction andnegotiation that takes place when teachers interact with and reflect on theirpersonal and professional experience. However, dilemmas in the teacher’ssub-identity can be created if the teacher does not feel so competent inteaching a particular subject area.Research AreaThe research presented in this paper was carried out within the Malteseeducational context. As a Chemistry Head of Department in a MalteseChurch school, I often came across Integrated Science teachers who expressedtheir concern and anxiety when they came to teach the Chemistry topics inthe Integrated Science syllabus. From my conversations with these teachers Irealised that although these teachers had expertise in other areas of Sciencesuch as Biology and Physics, when it came to Chemistry they were veryinsecure, lacked confidence and found teaching Chemistry topics quitechallenging. As part of my doctoral research I was therefore interested inexploring the challenges faced by Science teachers, who are non-Chemistryspecialists when teaching Chemistry topics in the Integrated Science8
curriculum. The study also seeks to understand how teachers deal with thechallenges when teaching such topics and how they seek to improve theirpractices. Two of the research questions of this research study include: What are the challenges faced by Science teachers who do nothave a background in Chemistry when teaching Chemistry topicsin the Maltese Integrated Science curriculum? How do non-specialist Chemistry teachers cope with the challenges thatthey face when teaching Chemistry topics in Integrated Science?This study was carried out with Science teachers who voluntarily opted toparticipate in a professional development programme for non-specialistChemistry teachers. This paper will portray the lived experience of three ofthe teachers participating in the study. The paper presents a narrative of theteachers’ journey as they went through the process of planning and teachingChemistry topics, the challenges they faced and how they tried to improvetheir practice. Throughout, I wanted the voices of these teachers to be heardas they outlined the various difficulties they encountered and described howteaching a subject they lacked confidence in affected their self-efficacy andtheir professional identity as Science teachers.Methodology and data collection methodsThis research study adopts a qualitative methodology as a strategy forinquiry since “qualitative research is based on the belief that knowledge isconstructed by people in ongoing fashion as they engage in and makemeaning of an activity, experience, or phenomenon” (Merriam & Tisdell,2016, p. 23). A case study approach was chosen to investigate a particularphenomenon within its real-life context (Yin, 2009), in order to gain a deeperunderstanding of particular experiences from the participants’ perspectives intheir own contexts and to find out how teachers construct their realities andinterpret their experiences when teaching outside specialism. The limitationof this type of methodology is that generalisations cannot be made. Yet, thestrength of this approach is that it provides in-depth insights into the issuesand challenges that teachers face in teaching Chemistry based topics.The research was carried out with eight non-specialist Chemistry teacherswho were teaching Integrated Science in Church schools. Qualitativeresearch tools were chosen to gain an in-depth perspective of how these9
teachers were living their personal and professional story as Science teachers.Multiple research tools were chosen to capture the participants’ experiences,actions and behaviours and data were mainly collected in the form of lessonobservations, individual semi-structured interviews and focus groupinterviews.As a researcher I was aware that ethical issues pervade all stages of theresearch journey since qualitative research involves the collaboration andparticipation of research participants when they share their personalexperiences of their own situation (Hatch 2002). Cohen, Manion andMorrison (2007) mention a number of ethical issues that need to be taken intoconsideration when conducting research. Following their suggestions, I firstobtained ethical clearance from the University of Malta. Then I gained accessand acceptance in the research field by asking permission from gate keepers,that is, from the Secretariat of Catholic Education and from Heads of Schools.I provided the necessary information to participant teachers by explainingwhat the research study would entail, the data collection methods and therole of participants in the research (Denscombe, 2014). I assured them thatparticipation was voluntary and that they could opt out of the research at anypoint without giving justification. Besides obtaining informed consent, I alsomaintained privacy, confidentiality, anonymity, ensured the welfare of theparticipants and protected their interests. Pseudonyms are used in the writeup to protect the participants’ identities. I also aimed to gain trust andmaintain a good rapport with the participant teachers, thus respecting therelationship between the participants and the researcher.Thematic analysis was used to analyse the data in order to identify, examineand report patterns of themes within the data (Braun & Clarke, 2006). Ifollowed the guidelines outlined by Braun and Clarke (2006) whenconducting thematic analysis. These include: familiarising oneself with thedata, generating initial codes, searching for themes, reviewing themes,defining and naming themes and writing the report. In this paper twothemes, that is identifying the challenges that Science teachers were facingwhen teaching outside their area of Science specialism and how teachers copewith these challenges will be discussed by using the data of three teachers,Maria, Robert and Laura (not their real names), taking part in the study.10
Introducing the three Science teachersMariaMaria never studied Chemistry at secondary and post-secondary level. Sheinitially graduated as an Engineer and worked in industry. Later on shedecided to read for a Postgraduate Certificate in Education (PGCE)specialising in Science, and graduated as a Science teacher. She is an earlycareer teacher, teaching Integrated Science to Grade 7 and 8 students in aGirls’ Church School. She considers herself to be a Physics specialist due toher strong background in Physics and engineering. However, she does notmind teaching Integrated Science because she is interested in Chemistry andis aware that young students generally become highly engaged andenthusiastic while carrying Chemistry experiments.RobertRobert never studied Chemistry and Biology during his secondary and postsecondary education. He furthered his studies in Physics and graduated witha B.Ed. (Hons.) degree in Physics and Science. He teaches Physics to Grade 9students and Integrated Science to both Year 7 and 8 students in a Boys’Church School. He is also an early career teacher. Robert becomes veryapprehensive when teaching Chemistry topics due to his perceived lack ofChemistry content knowledge. He considers himself to be a Physicsspecialist, though he does not mind teaching Integrated Science since he likesto learn about new areas and draws links between the science domains.LauraLaura studied Biology, Chemistry and Physics at secondary level. At postsecondary level she studied Chemistry at Intermediate level. Laura furtheredher studies in Biology at tertiary level and graduated with a B.Ed. (Hons.)degree in Biology and Science. She currently teaches Biology in a Boys’Church School. Laura taught Biology for five years and considers herself tobe a Biology teacher. Her experience in teaching Integrated Science isrelatively new, since she has only been teaching Integrated Science for twoyears. Laura recognises the need for students to learn all three sciencesubjects and does not mind teaching Integrated Science because she believesthat Science should be taught through a holistic approach.11
FindingsThe findings presented in this research paper are part of a larger study thatincluded more participants and focused on other aspects. In their ownvoices, the three teachers comment on the challenges they experience whenplanning and teaching Chemistry topics, their fears and anxieties and howthey try to resolve their insecurities and become better Science teachers.Teachers’ experiences when teaching Integrated ScienceMaria, Robert and Laura described how they perceived themselves as Scienceteachers. As they talked to each other, it became evident that they felt morecomfortable teaching topics within their area of specialism than topics theywere not so familiar with.Their conversations provided a number ofinsights into their experiences when teaching Integrated Science.Maria:I feel more confident and comfortable teaching Physics topics due to mybackground in Physics and engineering. Physics is my forte! Whenteaching Physics topics I can easily get through it, I can explain it and Ihave enthusiasm . But in Chemistry I get stuck! Chemistry is asubject that I lack and I regret that I did not study it before studying tobecome an engineer. When teaching Chemistry, I skim through thingsand I keep it vague which is a pity because I don’t have a backgroundknowledge so it difficult to adapt for the students.Robert:I feel more confident teaching Physics because these are the topics that Iam more familiar with. I never studied Chemistry and I feel morelimited. I cannot give the same lesson like when I teach Physics. Attimes I go into class and start wondering: ‘Will I manage to succeedtoday?’Laura:My area of specialism is Biology. I feel more comfortable teachingBiology topics because it is easier to do it with the younger students.When it comes to Chemistry .hmmm .I feel very insecure and out ofmy comfort zone because my knowledge of Chemistry is very weak.Chemistry was not my favourite subject at school Although I have anIntermediate level in Chemistry, I passed because I studied everything byheart, not because I understood the basics! My foundations aren’t goodand it will be very difficult for me to feel confident because if you don’thave a good basis It is like a language, if you don’t know the alphabetyou cannot learn how to spell That is how I feel about Chemistry!12
As can be seen, these three teachers felt more comfortable and secure whenteaching their Science specialism because they felt more knowledgeable intheir area of specialism. They identified themselves with their area ofspecialism and thought of themselves as subject specialists. They felt morecompetent in their subject specialism, valued this science subject more andwanted their colleagues to view them as experts in their field. Maria, Robertand Laura constructed their personal and professional identity as teachers ofBiology or Physics due to what Helms (1998) describes as a strong affiliationwith their subject specialism. They derived their professional identity fromteaching their subject specialism because teaching their subject areainfluenced both their actions and attitudes (Siskin, 1994).As expressed in their personal narratives Maria, Laura and Robert thought ofthemselves as highly effective teachers of their subject area. However, theyhad built a different perception of themselves when it came to teachingChemistry topics. This perception was riddled with feelings of anxiety andinsecurity. Overall, they felt out of their comfort zone and not confident toview themselves as ‘generalist’ Science teachers since they did not feelcapable to teach all areas of science. These teachers lacked confidence and feltthat they did not have “the necessary knowledge of content, strategies andlearners to teach” (Hobbs, 2012, p. 26). Their insecure feelings were mainlydeveloped from their beliefs that they did not have the necessary knowledgeto teach Chemistry topics and from their own personal experiences oflearning or not learning Chemistry at school.While Laura had studied Chemistry at Intermediate level she never liked thesubject due to her poor school experiences and her perceived gaps in contentknowledge. Hobbs (2011) argues that “teachers’ socio-historical interactionswith their subject equip them with competence and confidence in theirteaching” (p. 2).Both Maria and Robert never studied Chemistry, thus they had a very limitedbackground of Chemistry content knowledge. They were learning Chemistrycontent whilst teaching, and felt only slightly ahead of their students. Thiscreated further uncertainty because they could not foresee how the topicscould be developed. As a result, they faced a number of problems duringlesson planning.13
Preparing lesson plans to teach Chemistry topicsPlanning to teach Chemistry topics can turn out to be a demanding task for anon-specialist Chemistry teacher. In the next dialogue Robert, Maria andLaura discuss how they feel when planning Chemistry lessons and thechallenges they come across.Robert :When preparing to teach Chemistry topics I am not sure about how todevelop the lesson and I start asking: ‘from where am I going to start?How will I continue, how will I put it all together?’ When I amplanning Chemistry lessons I feel that I am learning with my students. Ihave to prepare more because I have to learn Chemistry content. So I amjust a bit ahead of my students. In Chemistry it is still a trial and errorphase. I am still testing out which activities work best for my students.Maria:When I am planning a lesson I panic because I would have found manyresources but I don’t know how to use them all like how much detailshould I delve into? I get lost when I can’t picture how the lesson will bedeveloped I take a very long time to prepare a lesson, because I use theInternet, books and do some background reading. Although I prepare alot I still feel that at times I skim through things because I am weak so Imention them only minimally in the lesson.Laura:At times I have difficulties when doing research. I would not know howto go about ‘googling’ it which key words should I use to get goodresources? I prefer to discuss it with my colleague, it is easier.Robert:I have the same problem as well there are experiments that I am notaware of. I have to type specific key words to retrieve what I need buthow will I know that I have found good resources? I never studiedChemistry and cannot rely on my student experiences at school.This conversation shows that lesson planning outside one’s area of expertiseis a very demanding, laborious and time consuming task. As suggested byChild and McNicholl (2007), when teaching unfamiliar areas, teachers firstneed to learn new subject content knowledge and then they need to learnhow to teach this content. Thus when teaching outside specialism, teachersfrequently act as learners and they would need to revise or at times evenlearn new Chemistry concepts prior to teaching. In fact, Maria, Robert andLaura all stated that they conducted extensive research to make up for their14
lack of content knowledge. From the teachers’ conversations it is evident thatthe level of SMK was impacting on how they planned their lessons. They hada number of uncertainties with regard to how to develop a lesson, linkconcepts, find and select appropriate activities and put them in theappropriate order. These difficulties were also observed in a study by Childsand McNicholl (2007) where, like Maria, Robert and Laura, the teachers haddifficulties in selecting suitable and effective strategies and resources thatpromote learning because they lacked the subject content necessary to makeinformed decisions. Furthermore, Robert and Laura mentioned that theycould not conduct an effective Internet research to retrieve resources due totheir gaps in content knowledge. These teachers have shown that they lackboth the ‘knowledge of curriculum organisation’ and ‘knowledge ofresources’ which are two of the components of PCK formulated byexperienced teachers (Lee & Luft, 2008). From their conversation it wasevident that the participant teachers were facing a number of difficulties inplanning their Chemistry lessons due to their limited SMK which could notbe adequately translated into content specific PCK, thus affecting affectedtheir teaching.Teaching Chemistry topicsTeachers discussed their experiences when teaching Chemistry lessons. Inthe next dialogue the three teachers discuss the common challengesencountered when teaching Chemistry topics.Maria:When teaching Chemistry topics I cannot go a step further I can’tdelve into deeper explanations due to my limited background To feelsafe I don’t venture outside the curriculum because with my backgroundI cannot speak about certain things I don’t know. I tend to give vagueexplanations because I feel that I can’t elaborate more and I startdoubting ‘Am I making sense? What am I saying?’ If I cannotpicture it in my head then I am not sure about it . and that is where Ifeel weak.Robert:In Chemistry lessons, at times I get stuck explaining theory.Laura:I am very concerned about my explanations the fact that I am weak inthe subject I pay more attention to how I say certain things to make sureI don’t pass on any misconceptions.15
Robert:I don’t like it when I give incorrect information to students.Maria:Even me my biggest struggle is that since I don’t have a deep knowledgeof Chemistry with regards to reactions I stick to this criterion: I neverwant to mislead my students. I am always afraid of creatingmisconceptions myself, that is my biggest fear!Laura:When it came to Chemistry experiments, it was not that easy for mebecause as I have said before my experience of Chemistry at school wasnot very good. We barely did any experiments. I had Chemistry atIntermediate level but we did not do any experiments. So Chemistryexperiments were a bit taboo. I did not know what to expect. I did notknow what things mean, so it is more lack of knowledge, lack ofexperience but when it comes to Biology is different because it is my area.Robert:I did not have a clue which experiments I had to use in lesson plans.Since I don’t have a Chemistry background I don’t remember the teacherconducting an experiment. Last year I did not do many Chemistryexperiments because I don’t know the theory behind the experiment although I had all the equipment in the lab I was not sure where theexperiment could lead to Like what will I be teaching to the students?Will I know how to answer if someone asks a question?Maria:My biggest fright is always one If you don’t know the background inChemistry, you risk telling your students something wrong and that forme is the worst thing that can happen. Then I will feel really shaky because students ask good questions, some students really challengeyou If I don’t know exactly what is happening in the background, Icannot tell them.Robert:When students ask questions I feel more confident in my subject area, Igive more elaborate explanations and I keep going on. But when it is notmy area I will be more anxious when students ask questions. It will bedifferent and I start wondering Where will this question lead to? Howwill I answer? I hope I am not giving an incorrect answer.Laura:In my subject specialism it is easier because if students ask a question, Imay have heard it before and I know what to say. But I feel reallyannoyed in Chemistry. There are many reactions and I did not knowwhat was happening . Like if there is a precipitate, what is theprecipitate? And I feel really annoyed during the lab sessions whenstudents ask ‘What is this Miss? Don’t you know?’16
Teachers encountered greater difficulties and challenges when teachingoutside specialism than when teaching within specialism. These includedgiving limited and less elaborate explanations, sticking to what is proposedby the syllabus, perpetuating misconceptions, difficulty in tackling students’questions and not being able to explain what happens in practical work. Theteachers’ descriptions of their realities show that they are highly concernedabout their quality of teaching. They admitted that they had difficulties whenteaching outside specialism because they had limited or inadequate subjectcontent knowledge and thus found it challenging to teach a subject in whichthey felt very weak in. The challenges faced by the participant teachers areconsistent with research studies tackled in this area (Childs & McNicholl,2007, Hashweh, 1987; Kind 2009, Millar, 1988; McNicholl et al., 2013, Sanderset al., 1993). Having a good background of the subject is a crucialrequirement for effective teaching but this is not enough (Childs &McNicholl, 2007). Their limited SMK constrained the development of theirPCK that in turn affected their classroom practices. Teachers still needed todevelop subject-specific PCK in Chemistry and they could not easily transferand use their PCK, developed in their subject specialism, when teachingoutside specialism. Their lack of content knowledge also affected theirattitudes towards the subject because teachers became very anxious whenteaching a subject they were less familiar with.As a result, these teachers were experiencing tensions between their multipleidentities, that is between being a ‘specialist’ teacher when teaching theirsubject specialism and a ‘generalist’ teacher when teaching IntegratedScience. They wer
Teaching outside one's area of science specialism The role of the Science teacher is a multifaceted one. Science teachers are required to take on the role of 'subject specialists' when teaching a Science discipline they would have studied at Degree level, as well as a more 'generalist' role when teaching Integrated Science.
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