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The study of curriculum change in Botswana with special reference to primary science: an historical perspective

Mosothwane, M. (Taylor & Francis, http://www.tandf.co.uk/journals, NaN, 1995)

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Abstract:

This paper traces historical events in the development of primary science in Botswana. It identifies changes that have taken place from 1969 to 1989. Prior to 1969, the word science in primary schools was non-existent. Primary pupils were taught nature study which emphasised hygiene and plants. The revised 1982 primary science curriculum coincided with the period of rapid industrial developments in Botswana. The purpose of including physical science concepts in the primary science curriculum was to prepare the nation for industrialisation. The purpose of including environmental concepts in the primary science curriculum was to raise the environmental awareness of the nation.

URI:

http://hdl.handle.net/10311/1047

Files in this item: 1

Mosothwane_PCS_1995.pdf (1.135Mb)

Teachers’ strategies of teaching primary school mathematics in a second language: a case of Botswana

Kasule, D.; Mapolelo, D. (Elsevier, http://www.elsevier.com/wps/find/homepage.cws_home, November NaN, 2005)

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Abstract:

This paper reports the results of a study of primary school mathematics teaching in northern Botswana in order to highlight the strategies teachers use in bi/multilingual classrooms. Questionnaire and interview data collection procedures were used. The findings, which are based on responses of randomly selected primary school teachers, confirmed that monolingual classes were fewer than bilingual and multilingual classes in those parts of Botswana. Furthermore, syllabus analysis confirmed the abstract nature of mathematical concepts. Teachers report to have devised strategies to overcome the difficulties imposed by this classroom situation

URI:

http://hdl.handle.net/10311/661

Files in this item: 1

KASULE_IJED_2005.pdf (1.930Mb)

Towards accomplishing the goal of the world of work through social studies instruction: possibilities and challenges

Dube, O.; Moffat, P. (IJSRE, http://www.ijsre.com, June NaN, 2009)

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Abstract:

This study examined the extent of accomplishment of the goal of the world of work in social studies classes at the primary and secondary school levels in Botswana. Data were collected through questionnaires administered in both rural and urban schools nationwide. The researchers also interviewed teachers, students, school leavers, members of the public and the business community. Purposive, convenience and simple random sampling procedures were employed. The findings revealed that the goal of the world of work is not sufficiently achieved due to a number of factors such as the congested nature of the social studies syllabus, the theoretical nature of the methods used in delivering its contents, lack of equipment in schools and inadequate training of teachers on topics and concepts related to the world of work. Several recommendations were proffered, for example the need to review the syllabus so as to realign it to the demands and challenges of the work world; teachers should be well trained so that they can adequately prepare students for the challenges ahead, schools should be adequately resourced with computers and other forms of modern technology and that collaboration between schools and the business community be of high priority.

URI:

http://hdl.handle.net/10311/1069

Files in this item: 1

Dube_IJSRE_2009.pdf (1.765Mb)

Training pre-service teachers in environmental education: the case of colleges of education in Botswana

Mosothwane, M.; Ndwapi, G. (IJSRE, http://www.ijsre.com, March NaN, 2012)

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Abstract:

Botswana’s 1994 Revised National Policy on Education of 1994 (RNPE, 1994) recommended that colleges of education in Botswana train teachers in Environmental Education (EE) methodologies using the infusion approach. To assess the extent to which this recommendation has been implemented, sixty teachers in their final year of study were surveyed. The results of this study show that, to date, colleges of education have not yet introduced environmental education into their teacher education programmes. Consequently, the subjects of the study did not perceive themselves as competent and effective environmental education teachers; however, they did see environmental education as a very important subject that could raise the environmental literacy of children in schools. The results of the study were analyzed using frequencies and percentages and for interview protocol questions thematic analysis was used. Implications for teaching environmental education are discussed in the light of the findings.

URI:

http://hdl.handle.net/10311/1038

Files in this item: 1

Mosothwane_IJRSE_2012.pdf (1.756Mb)

Understanding the social studies teachers’ experiences: conceptions of citizenship in Botswana

Mhlauli, M.B. (IJSRE, http://www.ijsre.com, November NaN, 2011)

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Abstract:

The advent of globalization problematizes and challenges the notion of bounded citizenship as conceptualized and perceived among established democracies and nations of the world. It threatens to undermine the key characteristics of the nation-state such as sovereignty, autonomy and democracy. The major purpose of this study was to explore the social studies teachers’ conceptualizations and experiences on citizenship through the teaching of social studies in primary schools in Botswana. Anchored within post colonial theory, the study was qualitative and employed the naturalistic inquiry paradigm. Qualitative methods were used to collect data. Data were analyzed using grounded theory through the constant comparative technique. The findings of the study revealed that social studies teachers’ conceptualize citizenship in multiple ways. The findings lead to the conclusion that citizenship in Botswana is fluid and not homogeneous as one might have thought given the national aspirations of social harmony, unity and nation building that were adopted at independence in 1966. The study recommends that citizenship be re-imagined in schools in an effort to deconstruct the master narratives that are often western oriented.

URI:

http://hdl.handle.net/10311/1080

Files in this item: 1

Mhlauli_IJSRE_2011.pdf (2.054Mb)

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