SCIENCE TEACHERS’ AWARENESS OF FINDINGS FROM EDUCATION RESEARCH
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Nilza Costaa,
Luis Marquesa and
Richard Kempab
aUniversity of Aveiro, Department of Didactics and Educational Technology
bDepartment of Education, Keele University, Staffordshire ST5 5BG, UK. Fax: +44 1782 583555; E-mail: r.f.kempa@educ.keele.ac.uk
Abstract
In this paper, we report on a stnall-scale study designed to estimate science teachers' awareness of findings derived from research in science education and other branches of educational research. The study was conducted among experienced science teachers in Portugal who were following advanced professional training programmes, usually leading to Masters' degrees in science education. The results indicate that science teachers' knowledge of education research findings is generally very limited. What teachers regard as sound pedagogical knowledge is usually derived from personal experience and 'common sense' and does tend not to be questioned by them as to its compatibility with the results of research. The outcome of the study provides evidence of the existence of a serious gap between research and the practice of science education. In the light of these findings, the authors propose that to narrow this gap should be a major task to be addressed by researchers and practitioners.