Teachers’ Attitudes Toward Teaching Science in a New Zealand Intermediate School

Oct 15, 2026

Global concern highlights that diminished teacher interest in science can harm students’ engagement and learning outcomes. This study investigates six Year 8 teachers in a New Zealand intermediate school by collecting biographical data and conducting individual semi-structured interviews. Using van Aalderen-Smeets et al.’s multidimensional attitude framework, the research finds a generally positive attitude toward teaching science and analyzes which dimensions drive positivity or negativity. Professional learning implications are proposed to strengthen science teaching attitudes.

LanguageEnglish

CategoryExam

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Introduction

The Purpose of Teaching Science

The Aims of Science Education in the New Zealand Curriculum

Australian Journal of Teacher Education | Volume 43 | Issue 6 | Article 3 | | --- | --- | 2018 Teachers’ Attitudes Toward Teaching Science in a New Zealand Intermediate School Yvonne Ualesi University of Auckland Gillian Ward University of Auckland, [g.ward@auckland.ac.nz](g.ward@auckland.ac.nz) Recommended Citation Ualesi, Y., & Ward, G. (2018). Teachers’ Attitudes Toward Teaching Science in a New Zealand Intermediate School. Australian Journal of Teacher Education, 43 (6). [http://dx.doi.org/10.14221/ajte.2018v43n6.3](http://dx.doi.org/10.14221/ajte.2018v43n6.3) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol43/iss6/3](http://ro.ecu.edu.au/ajte/vol43/iss6/3) Australian Journal of Teacher Education Teachers’ Attitudes Toward Teaching Science in a New Zealand Intermediate School Yvonne Ualesi Gillian Ward University of Auckland, New Zealand Abstract: Concern has been raised globally that a lack of interest by teachers towards teaching science has a negative impact on the children they teach. While attention has been paid to the teacher as a contributing factor to students’ attitudes, less has been written about the attitudes of teachers. To bridge this gap, the current study examines six Year 8 teachers’ attitudes towards teaching science in a New Zealand intermediate school. Biographical data was gathered and individual semi-structured interviews were conducted that explored the teachers’ attitudes. van Aalderen-Smeets et al.’s (2012) framework, which takes a multidimensional view of attitudes, is used as a lens to examine the attitudes of the participants in the current study. In general, the participants had a positive attitude towards teaching science. The dimensions contributing to their positivity or negativity are discussed. Implications for supporting teachers to teach science through professional learning and development opportunities in order to create positive attitudes to teach science are proposed. Introduction Teachers’ attitudes towards teaching science are important as they influence their teaching which in turn affects student achievement and interest in science (Crooks, Smith, & Flockton, 2008; Harlen, 1997; Harlen & Holroyd, 1997; Mulholland & Wallace, 1996; van Aalderen-Smeets, Walma van der Molen, & Asma, 2012) . To understand the importance of teachers’ attitudes this article first considers the purpose of science education, we then argue that it is worth examining teachers’ attitudes toward science and discuss a theoretical framework that outlines the construct of attitude. This framework is then used as a lens to examine a group of intermediate school teachers’ attitudes toward teaching science. The Purpose of Teaching Science Throughout the 1990s and early 2000s there were numerous publications that discussed the purpose, aims, or goals for science education (e.g., Bybee, 1993; Claxton, 1991). More recently the purpose of science education has been outlined in the 2008 report by the OECD (Organisation for Economic Co-operation and Development [OECD], 2008) . There are two key foci. One is to provide children with knowledge in the science disciplines so they can pursue science at a tertiary level and as a career (OECD, 2008; Osborne, 2007) . The other aspect is to develop students’ scientific literacy so they can participate as citizens whereby they have an understanding of the world around them (OECD, 2008) . It is the latter Vol 43, 6, June 2018 35 Australian Journal of Teacher Education purpose, that of the development of scientific literacy, that has become the focus of science education internationally. The aims of science education in the New Zealand Curriculum [NZC](Ministry of Education [MOE], 2007) mirror the goals of the 2008 report by the OECD (2008) . The New Zealand curriculum document (2007) defines the aim of science education as “Including the development of knowledge and underst

FAQs

What does the study focus on regarding science education?

The study examines six Year 8 teachers’ attitudes toward teaching science in a New Zealand intermediate school.

How are teachers’ attitudes analyzed in the research?

Biographical data are gathered and individual semi-structured interviews are conducted, then analyzed through van Aalderen-Smeets et al.’s multidimensional attitude framework.

What overall attitude do the participants show toward teaching science?

In general, the participants demonstrate a positive attitude toward teaching science, and the study discusses which dimensions contribute to positivity or negativity.

Oct 15, 2026

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