Content area
Abstract
Science laboratory experiences are critical for students to develop an understanding of scientific inquiry and secondary school laboratories must have proper equipment and supplies available for students in order to conduct these experiences. Little is known about how decisions are made related to funding equipment and supplies and whether or not teachers have a voice in funding decisions for science materials and equipment.
This study examined the resources available for secondary science teachers to utilize in their classrooms, how decisions are made regarding funding for science instruction, and steps teachers take if they feel they do not have adequate funding for their classrooms. The study used a mixed methods design including quantitative data collected through an online survey and qualitative data collected through open-ended interview questions. The online survey revealed the amount of funding teachers received varied widely and was related to the location of the school. A sub-sample of the online survey participants (N = 24) volunteered to be interviewed about their experiences with funding for their science instruction. These participants were from regions across the United States and represented schools in urban, rural, and suburban areas. Teacher participants expressed concerns about insufficient funding as well as a lack of understanding of the funding process for their classrooms.