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An exploration of the relationship between Irish science teachers’ epistemological beliefs and the understanding or engagement with a learning outcomes-based curricula, with particular reference to the Leaving Certificate Agricultural Science specification.
Date
2025
Abstract
The introduction of the new Leaving Certificate Agricultural Science curriculum in Ireland in 2019 marked a significant shift towards a learning outcomes-based approach. This thesis explores the experiences and perspectives of teachers involved in implementing this curriculum, particularly focusing on their comprehension of learning outcomes compared to traditional content-based teaching methods. Drawing on data collected from interviews with teachers, the study investigates the challenges and concerns faced by educators during the transition period.
Initial feedback from educators highlighted a sense confusion and feeling overwhelmed, exacerbated by the unprecedented challenges posed by the COVID-19 pandemic. Teachers expressed apprehension about the lack of clarity and guidance in delivering scientific content within the new framework. This study delves into the potential influence of their epistemological beliefs on their perceptions of the new educational ideals.
Findings suggest a complex relationship between teachers’ personal beliefs about knowledge and their acceptance of learning outcomes-based course. The research underscores the importance of providing targeted professional development opportunities to help teachers navigate the transition effectively. By enhancing educators' understanding of knowledge and pedagogical practices, tailored support programs can facilitate the successful implementation of curriculum reforms.
The study contributes to the ongoing discourse on curriculum reform and professional development in education. It emphasises the need for reflective practices and collaborative learning experiences to empower educators in embracing pedagogical transformations. Ultimately, by fostering a deeper insight into their ways of knowing, teachers can adapt to the evolving educational landscape and prepare students for a knowledge-intensive future.
Supervisor
O'Reilly, John
Description
Publisher
University of Limerick
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Funding Information
Sustainable Development Goals
Type
Thesis
Rights
http://creativecommons.org/licenses/by-nc-sa/4.0/