Enlarging the focus on primary science delivery in New Zealand

This case study analysis of a large urban intermediate (Year 7 - Year 8) school in New Zealand, examines the complex and interrelated factors influencing science program delivery. Teachers recognise that various intrinsic factors including multidimensional aspects of their professional science knowledge, interest and adequacy strongly influence science curriculum delivery. As well, extrinsic factors such as time availability, resource adequacy and school culture aspects such as curriculum leadership and support are also identified as factors that greatly impact on science program delivery. Implications of this study in the context of the present remediation efforts in primary science education in New Zealand are also considered