| Summary: | Thesis (M.Ed.)--Memorial University of Newfoundland, 2009. Education Includes bibliographical references (leaves 120-124) This qualitative study examined the perspectives of educational leaders in Newfoundland and Labrador regarding high school science education. A questionnaire was emailed to 20 participants including principals, vice principals, science department heads, lead teachers and directors from across the province. Participants responded to questions regarding scientific literacy, issues in science education and the link between science education and the workforce. -- Responses were subjected to qualitative analysis and yielded a number of emergent themes and predominant categories. The study was driven by the following general research question: What are the perspectives of educational leaders regarding high school science education in Newfoundland and Labrador? The subsidiary research questions were as follows: -- 1. How do principals, science department heads, and lead teachers view science education? -- 2. What does scientific literacy mean to educational leaders in Newfoundland and Labrador? -- 3. What are the major issues facing science educators in Newfoundland and Labrador? -- 4. What are the roles of principals, science department heads and lead teachers in the delivery of science education? -- 5. What are some innovative methods that are used to improve the delivery of science education and to promote scientific literacy in Newfoundland and Labrador? -- 6. How can the delivery of science education be improved to better meet the changing needs of our workforce? -- The study found that educational leaders perceive that science education is important in helping students develop the skills necessary to be contributing members of society. The study's findings included a discussion of the definition of scientific literacy the issues faced by science educators in Newfoundland and Labrador as well as suggestions on how to improve the delivery of science education. Two major findings of the study were that the role of educational leaders in the delivery of science education is not well defined and that rural schools face unique challenges in the delivery of science courses.
|
|---|