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Out-of-school experiences in science classes: problems, issues and challenges in Botswana

Koosimile, A.T. (Taylor & Francis, http://www.tandf.co.uk/journals, March 19, 2004)

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Abstract:

This paper sets out to identify some key problems, issues and challenges relating to out-of-school experiences of learners in science teaching that emerged during classroom observations in schools in Botswana. Generally, there is evidence suggesting weak incorporation of learners’ experiences into teaching. The experiences seemed to have a lower teaching priority than did formal universally accepted canonical science concepts. The study revealed that the relative merits of the science curriculum also appeared undermined by lack of teacher preparedness to handle the learners’ out-of-school experiences. This paper also considers some of the implications of the research findings to science education in Botswana.

URI:

http://hdl.handle.net/10311/1113

Files in this item: 1

Koosimile_IJSE_2004.pdf (1.309Mb)

Perceptions of the water cycle among primary school children in Botswana

Taiwo, A.A. (Taylor & Francis, http://www.tandf.co.uk/journals, NaN, 1999)

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Abstract:

The study was designed to elucidate the nature of the perception of the water cycle held by Botswana pupils in standards 4 to 7 of primary schools in three different areas (namely, remote area dwellers’ settlement, peri-urban and urban areas) of Botswana. The research design employed a survey method involving the administration of a structured instrument and interview sessions for data collection. Analyses of research data were carried out by both qualitative and quantitative methods. Among other things, the outcome of the study showed that the perception of water cycle held by the study sample was positively influenced by schooling but negatively impacted upon, to some extent, by the ’untutored’ ideas the children brought to school.

URI:

http://hdl.handle.net/10311/1111

Files in this item: 1

Taiwo_IJSE_1999.pdf (1.131Mb)

Provision of in-service training of mathematics and science teachers in Botswana: teachers’ perspectives

Ramatlapana, K.A. (Springer Netherlands. http://www.springerlink.com, April NaN, 2009)

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Abstract:

Teaching is a field that is dynamic, with innovations necessitating upgrading of skills and education of teachers for the successful implementation of reforms. The behaviour and attitudes of teachers towards teaching and learning and their knowledge banks are the result of the impact of in-service training. This study investigated the perceptions of mathematics and science teachers in Botswana towards in-service provision by the Department of Mathematics and Science Education In-service Training unit (DMSE-INSET), whose mandate is to improve the quality of teaching by supporting teachers through training programmes that enable them to take ownership of their professional development. Data were collected from a sample of 42 senior Mathematics and Science secondary school teachers, using structured interviews with open-ended questions, which were analyzed qualitatively. The findings show that teachers’ concerns included the lack of impact of current in-service training programmes on the education system, no regular follow-up activities to support the one-off workshops and insufficient skills acquired to sustain the implementation of the strategies solicited by the workshops.

URI:

http://hdl.handle.net/10311/561

Files in this item: 1

Ramatlapana_JMTE_2009.pdf (647.0Kb)

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Browsing Maths and Science Education by Title

Browsing Maths and Science Education by Title

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