Abstract:
This paper analyses Australian secondary science teachers’ perceptions about their classroom practices related to challenging students’ stereotyping of science. Previous research studies that focused on students’ stereotyping of science mainly assessed students’ perceptions, whereas this study examines the perception of teachers about their practices related to challenging secondary science students’ stereotyping of science. The data collected through telephone interviews were used to undertake directed content analysis. Among the 10 interview participants, nine of them were from government schools and the rest were from independent schools. Seven teachers (70%) were females, and three teachers (30%) were males. All the participants challenged some stereotypes ‘very effectively’ or ‘effectively’ in their science lessons. The four stereotypes that the participant teachers identified included racial/cultural, disability, gender and age. Gender stereotype is the type of stereotype that the six out of the 11 participants referred to that they challenged in their science lessons. Moreover, four out of the 10 participants claimed that they challenged racial/cultural stereotypes in their science lessons. However, only one or two participants mentioned that they challenged the stereotypes related to disability or age. Meanwhile, no teacher participant claimed that they challenge all four stereotypes in their lessons. Only two participants who claimed that they challenge three out of the four stereotypes in their science lessons. When one lower mid-career teacher (6-10 years of experience) claimed challenging racial/cultural, disability and gender stereotypes, the other teacher participant who was an upper mid-career teacher (11-20 years of experience) claimed challenging racial/cultural, gender and age stereotypes. The stereotype, gender was challenged by most number (3 out of 5) of early career teachers (0-6 years of experience) followed by the stereotype racial/cultural which was challenged by 2 early career teachers. Interestingly experienced teachers expressed more confidence in claiming that they challenge stereotypes in their lessons in all four categories. These findings implies that more professional learning opportunities should be provided to early career teachers so that they can motivate science students through challenging their stereotyping of science so that they may pursue science after school for higher education.