Tabla de valorización de los Impactos Ambientales (Matriz de Leopold)

This information was generated by Q.21 in Part 3 of the NNA questionnaire (Appendix V1). From the responses given, an ascending scale from 0 to 4 was established, whereby those respondents achieving a score of 4 could be said to have had a comprehensive post-primary science education, while those achieving a score of zero had no post-primary science education. The score for science education for the respondents was constructed by awarding 1 point for each level of science studied. This was found by combining individual responses to Question 21

pertaining to the Junior Certificate and Leaving Certificate. Scores were obtained for 455 cases in total, so that means only 12 of the entire population either had not had any science education or chose not to complete this question.

Level of Post-Primary Science Studied

Science Score % of Respondents for Whom a Science Score Could be Computed (N= 455) No science education 0 10

Junior Certificate science only 1 20 Junior Certificate science and 1

Leaving certificate science subject

2 46

Junior Certificate science and 2 Leaving certificate science subjects

3 20

Junior Certificate science and 3 Leaving certificate science subjects

4 4

Table 5.5 Post-Primary Science Education of Respondents

The mean score calculated using the SPSS software was 1.9 which would suggest the typical profile of a teacher as having studied Junior Certificate science and one science subject to leaving certificate level which was more than likely to be biology as Table 5.6 shows.

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Table 5.6 Science Subjects Studied by NNA (2007) Respondents

The revelation that 10% of all respondents had not studied any post-primary science is surprising, even though the percentage has dropped significantly from 34% (n=79) of respondents in my 1987 survey (Mulcahy, 1989). Junior Certificate science was made mandatory in about 99% of all post-primary schools subsequent to this survey, thus this scale of decrease is not unexpected. Table 5.7 juxtaposes the results from the 1987 survey with those from the 2007 survey.

Table 5.7 Comparison of Uptake of Science Subjects in 1987 with 2007

Keeping in mind that the sample sizes are very different, it is still interesting to note that there is an indication of improved uptake in nearly all categories. While fewer respondents in the 2007 study have no science education at all, 10% still chose not to study science at Junior Certificate level and 20% chose not to study science at

Leaving Certificate level. This is the important point - when prospective teachers had a choice, 30% chose not to do science.

Science Subject Studied All Respondents N=467

N N %

Junior Certificate Science only 455 90 20 Leaving Certificate Biology 461 239 52 Leaving Certificate Chemistry 464 139 30 Leaving Certificate Physics 464 82 18

Total Science Education Science Score All Respondents in 1987 Survey N=79 All Respondents in 2007 Survey N=455 N % N % No science education 0 27 34 44 10 Junior Cert. science only 1 10 13 90 20 Junior Cert.+ 1 Leaving

Cert. science subject

2 27 34 209 46

Junior Cert. + 2 Leaving Cert. science subjects

3 10 13 92 20

Junior Cert. + 3 Leaving Cert. science subjects

130 There does not, however, appear to be a major change in the type of choices primary teachers make regarding their science education at Leaving Certificate level. The majority of primary teachers continue to show a trend of studying science at Junior Certificate level and studying one science subject (still more likely to be biology) at Leaving Certificate level.

There has, however, been a decline in the percentage to choose three Leaving Certificate science subjects from 6% to 4%. These figures suggest that making science mandatory at Junior Certificate has decreased the percentages that get through the system without any science education at all. It has not, however,

significantly changed the trend for the majority of primary teachers to study only one science subject at Leaving Certificate level. In order to confirm this perceived

change in the scientific experience of teachers at post-primary level in the last twenty years it was felt important to cross-tabulate respondent’s ages with their science education scores.

Age All

Respondents N=453

Post Primary Science Education Score

0 1 2 3 4 N % N % N % N % n % n % 20-30 years 87 19 1 0 19 22 50 58 17 20 0 0 31-40 years 69 15 1 1 10 15 41 59 15 22 2 3 41-50 years 139 31 11 8 23 17 68 49 29 21 8 5 51+ years 158 35 30 19 38 24 50 32 30 19 10 6

Table 5.8 Cross-tabulation of Age with Post Primary Science Education, (N=453)

Table 5.8 highlights some interesting figures. The percentage of each group who achieved a score of 3 was very similar at about 20% across all age groups. This

131 justifies the inference from the comparison of the 1987 and the 2007 results that there has been no significant increase in the numbers taking on two science subjects at Leaving Certificate level, in spite of the increased numbers taking science at Junior Certificate level. A higher percentage of those over the age of 40 had a higher level of science education at post-primary level. The 20-30 year olds were the least likely to show enthusiasm for science subjects at Leaving Certificate level as shown in Table 5.9 below. Age of Respondents All Respondents N= 453

Total Taking Science at Leaving

Certificate level

Total Taking at Least 2 Science Subjects at Leaving Certificate Level n % N % N % of Leaving Cert. students 20-30 years 87 19% 67 77% 17 25 31-40 years 69 15% 58 84% 17 29 41-50 years 139 31% 105 76% 37 35 51+ years 158 35% 90 57% 40 44

Table 5.9 Cross-tabulation of Leaving Certificate Science Choices with Age

Table 5.9 indicates an association between age and uptake of science. In order to ascertain if this association is significant, the Pearson chi-square test was carried out. The chi-square test for independence was carried out. It indicated a significant association between age and Post-Primary Science Education, chi-square (1, n=453) =48.597; df =12, p= 0.000.

Table 5.10 Chi-square Results for Cross Tabulation of Age and Post-Primary Science Education

Since 83% of all principals are in the 41+ age category, it is likely that those

principals who did science to Leaving Certificate level were more likely to have had a more comprehensive post-primary science education than recent graduates. In order to confirm this inference it was decided to cross tabulate high science scores with the role of respondents. Table 5.11 below summarises the findings.

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Role of Respondents All Respondents N=467 Science Score 3-4 (Minimum of Two Science Subjects at Leaving Certificate Level) N=466 N=454 N % N % Administrative Principal 89 20% 28 31 Teaching Principal 163 36% 36 22 Class Teacher 172 38% 40 23 Resource Teacher 29 6% 7 24

Table 5.11 Distribution of High Science Scores According to Role of Respondents

Table 5.11 confirms that of those who achieved a high score in science education as defined by participation in science study at post-primary level more than half were principals. In order to confirm whether or not this association between role and a high science score was significant the chi-square test was conducted.

The chi-square test for independence was carried out. It indicated a significant association between role and a high science score, chi-square (1, n=454) =28.016; df =16, p= 0.031.

Table 5.12 Chi-square Results for Cross-tabulation of Role and High Science Score

The significance of this analysis is that those who are not in classrooms teaching i.e. the administrative principals, are more likely to have had a higher level of post- primary science education than their staff members. This may account for the qualitative data from some principals who perceive great need amongst their staffs for more CPD in the area of science. Having potentially had a better post-primary science education, they may be in a position to identify weaknesses in the scientific knowledge of their respective staffs.

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