Teacher shortage keeps science results from improving, researcher says

Latvia’s science education results are unlikely to improve significantly until the shortage of teachers is addressed, Dace Namsone, a leading researcher at the University of Latvia’s Interdisciplinary Centre for Educational Innovation, told LSM.

Before the new school year, the centre developed a research-based science teaching methodology and practical support materials for teachers working with pupils up to Grade 6. In cooperation with the State Education Development Agency, it also produced digital material containing lesson plans for every science lesson included in the curriculum.

The materials are being introduced after Latvia’s first monitoring tests for Grades 3 and 6 produced relatively low results, particularly in science. Pupils achieved 48% and 35% of the available points, respectively.

Namsone said the centre’s team has worked in science education for more than 20 years. It initially focused on secondary education, then on Grades 7 to 9, and has now turned to Grades 1 to 6 to examine the development of science learning across the entire school period.

She said the early primary-school stage had been neglected. The previous science teaching methodology was published in 1931, leaving educators without a recent research-based foundation for teaching the subject.

The new methodology draws on the experience of other countries and emphasises maintaining children’s interest and natural curiosity. Namsone said science is often taught in a way similar to reading lessons, although it should not be approached that way.

She also identified a severe shortage of teachers as a key problem. Introducing science examinations in Grade 9, she said, would not improve the teaching of the subject in schools unless the underlying problems were addressed.

The interview was conducted by Ilze Kuzmina, a correspondent for Latvijas Radio’s news service.