This document summarizes changes that have occurred to science education curriculum in Botswana. It discusses:
1) Changes were introduced to primary, junior secondary, and senior secondary science curricula in Botswana in response to curriculum reforms in Western countries like Britain and the US after Sputnik was launched. This included changes to content, instructional strategies, and teaching materials.
2) While the changes aimed to make Botswana's science education more relevant and prepare students for technical careers, teachers faced challenges in implementing the new curricula due to lack of training and resources.
3) Factors that influenced Botswana's curriculum changes included socio-political needs, economic status, research on the education system,
The Nuffield Science Teaching Project sought to modernize science education for students ages 5 to 18 through new courses in biology, chemistry, physics, mathematics, and junior science. It emphasized hands-on practical work and teaching science as an inquiry process. The Science-A Process Approach (SAPA) program similarly focused on developing students' understanding of science processes over memorization of facts. An evaluation of SAPA found it improved students' skills in cognitive science processes and teachers' understanding of science processes, though had no impact on students' content knowledge.
The Physical Science Study Committee (PSSC) was formed in 1956 by a group of university and secondary school physics teachers to develop an improved introductory high school physics course. The PSSC organized teams of teachers to create instructional materials including a textbook, films, labs, and tests. These materials were tested in classrooms for 3 years before being finalized. The goal of the PSSC course was to present a modern view of physics and encourage scientific inquiry in students.
CONTENT OUTLINE
▰INTRODUCTION
▰MAIN OBJECTIVES
▰SALIENT FEATURES
▰MATERIAL’S PRODUCED
▰MERITS
▰DEMERITS
PHILOSOPHY BEHIND HPP
▰Physics is for everyone.
▰A coherent selection within physics is possible.
▰Doing physics goes beyond physics.
▰Individual require a flexible course.
▰A multimedia system simulates better learning.
▰The time has come to teach science as one of the humanities.
▰Physics course should be rewarding to take.
▰Physics course should be rewarding to teach.
COURSE OUTLINE OF HARVARD PROJECT PHYSICS
▰CONCEPTS OF MOTION
▰MOTION IN THE HEAVENS
▰THE TRIUMPH OF MECHANICS
▰LIGHT AND ELECTROMAGNETISM
▰MODELS OF THE ATOM
▰THE NUCLEUS
MATERIAL’S PRODUCED
▰Textbook (Project Physics Text)
▰Tests
▰Handbook
▰Students Guide
▰Brief film loops
▰Student laboratory manual
CONCLUSION
▰The Harvard Project Physics curriculum is a masterpiece. Although this
was created in the 1960's and mainly in use during the 1970’s.
▰The adaptability of the materials would allow teachers incorporate new
teaching idea while still using the framework of Project Physics.
▰With a great deal of hands on activities and a focus on literacy, the
curriculum would meet the goals set forth by most school districts today.
▰HPP is a course that altered how all future science curriculums would be
developed.
This document discusses two major curriculum projects in science education: the Nuffield Science Teaching Project and the Physical Sciences Study Committee. The Nuffield project developed new materials for biology, chemistry, and physics in the UK to make science more accessible, exciting, and relevant. It emphasized experimentation and inquiry-based learning. The Physical Sciences Study Committee was initiated at MIT to improve physics teaching in US schools. It focused on practical work and having students discover principles through experimentation. Both projects aimed to present modern science and foster scientific inquiry in students.
Yager, robert the development of science teacher programs focus v8 n1 2014William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Yager, stuart exemplary science teacher education program nftej v 24 n3 2014William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Natalija Aceska: Education for sustainable development through inquiryBrussels, Belgium
This document discusses education for sustainable development through inquiry-based science education in the Republic of Macedonia. It outlines how Macedonia has implemented programs like GLOBE (Global Learning and Observations to Benefit the Environment) in schools to teach students about principles of sustainable development. Fifteen Macedonian schools are involved in GLOBE, incorporating its data collection protocols into subjects. GLOBE helps students develop skills while collaborating with teachers, community members, and government ministries. Macedonia also uses resources like a new science curriculum for primary grades and Cambridge teacher trainings to promote sustainability education and skills through pupil-centered, experiential learning.
Claudia Maria Mazzanti: Living biological systems at school Brussels, Belgium
The document describes a research-based science curriculum designed by the author for middle school students aged 11-14 in Italy. The curriculum involves hands-on projects with living biological systems, including establishing an aquarium and breeding stick insects and silkworms. The projects aimed to improve student motivation and understanding of science concepts. Feedback from students indicated the hands-on learning helped improve their knowledge, confidence, and interest in science subjects.
The Nuffield Science Teaching Project sought to modernize science education for students ages 5 to 18 through new courses in biology, chemistry, physics, mathematics, and junior science. It emphasized hands-on practical work and teaching science as an inquiry process. The Science-A Process Approach (SAPA) program similarly focused on developing students' understanding of science processes over memorization of facts. An evaluation of SAPA found it improved students' skills in cognitive science processes and teachers' understanding of science processes, though had no impact on students' content knowledge.
The Physical Science Study Committee (PSSC) was formed in 1956 by a group of university and secondary school physics teachers to develop an improved introductory high school physics course. The PSSC organized teams of teachers to create instructional materials including a textbook, films, labs, and tests. These materials were tested in classrooms for 3 years before being finalized. The goal of the PSSC course was to present a modern view of physics and encourage scientific inquiry in students.
CONTENT OUTLINE
▰INTRODUCTION
▰MAIN OBJECTIVES
▰SALIENT FEATURES
▰MATERIAL’S PRODUCED
▰MERITS
▰DEMERITS
PHILOSOPHY BEHIND HPP
▰Physics is for everyone.
▰A coherent selection within physics is possible.
▰Doing physics goes beyond physics.
▰Individual require a flexible course.
▰A multimedia system simulates better learning.
▰The time has come to teach science as one of the humanities.
▰Physics course should be rewarding to take.
▰Physics course should be rewarding to teach.
COURSE OUTLINE OF HARVARD PROJECT PHYSICS
▰CONCEPTS OF MOTION
▰MOTION IN THE HEAVENS
▰THE TRIUMPH OF MECHANICS
▰LIGHT AND ELECTROMAGNETISM
▰MODELS OF THE ATOM
▰THE NUCLEUS
MATERIAL’S PRODUCED
▰Textbook (Project Physics Text)
▰Tests
▰Handbook
▰Students Guide
▰Brief film loops
▰Student laboratory manual
CONCLUSION
▰The Harvard Project Physics curriculum is a masterpiece. Although this
was created in the 1960's and mainly in use during the 1970’s.
▰The adaptability of the materials would allow teachers incorporate new
teaching idea while still using the framework of Project Physics.
▰With a great deal of hands on activities and a focus on literacy, the
curriculum would meet the goals set forth by most school districts today.
▰HPP is a course that altered how all future science curriculums would be
developed.
This document discusses two major curriculum projects in science education: the Nuffield Science Teaching Project and the Physical Sciences Study Committee. The Nuffield project developed new materials for biology, chemistry, and physics in the UK to make science more accessible, exciting, and relevant. It emphasized experimentation and inquiry-based learning. The Physical Sciences Study Committee was initiated at MIT to improve physics teaching in US schools. It focused on practical work and having students discover principles through experimentation. Both projects aimed to present modern science and foster scientific inquiry in students.
Yager, robert the development of science teacher programs focus v8 n1 2014William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Yager, stuart exemplary science teacher education program nftej v 24 n3 2014William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Natalija Aceska: Education for sustainable development through inquiryBrussels, Belgium
This document discusses education for sustainable development through inquiry-based science education in the Republic of Macedonia. It outlines how Macedonia has implemented programs like GLOBE (Global Learning and Observations to Benefit the Environment) in schools to teach students about principles of sustainable development. Fifteen Macedonian schools are involved in GLOBE, incorporating its data collection protocols into subjects. GLOBE helps students develop skills while collaborating with teachers, community members, and government ministries. Macedonia also uses resources like a new science curriculum for primary grades and Cambridge teacher trainings to promote sustainability education and skills through pupil-centered, experiential learning.
Claudia Maria Mazzanti: Living biological systems at school Brussels, Belgium
The document describes a research-based science curriculum designed by the author for middle school students aged 11-14 in Italy. The curriculum involves hands-on projects with living biological systems, including establishing an aquarium and breeding stick insects and silkworms. The projects aimed to improve student motivation and understanding of science concepts. Feedback from students indicated the hands-on learning helped improve their knowledge, confidence, and interest in science subjects.
Thinking through Ethnoscientific Scenarios for Physics Teaching Implication f...ijtsrd
The study was focused on Physics teachers’ perception on the use of ethnoscience learning experiences for the teaching of secondary school Physics and its implication for curriculum implementation. Six research questions and six hypotheses were posited for the study. The cross sectional survey research design was employed for the study. 243 secondary school Physics teachers in three Urban Local Government Areas Port Harcourt, Obio Akpor and Eleme and four rural Local Government Areas Ikwerre, Khana, Ahoada East and Ahoada West in Rivers State, Nigeria were selected using the non proportional stratified random sampling technique. Data collecting instrument was titled “Ethnoscience Learning Experience for Physics Teaching Questionnaire” with a coefficient reliability index of 0.86 was used to elicit response from the respondents. Data was analyzed using frequency count, mean, and inferential statics of t test at 0.05 level of significance. The findings of the study revealed that the following themes Interaction of Matter, Space and Time, Conservative Principle, Waves Motion without material transfer and Fields at rest and in motion can be taught using ethnoscience learning experiences while themes such as Energy quantization and duality of matter and Physics in technology cannot be taught using ethnoscience learning experiences. Based on the findings of the study, it was recommended that stakeholders and planners of the secondary school Physics curriculum should consider the integration of ethnoscience learning experiences in the Physics curriculum in order to clarify those abstract concepts in learning of Physics. Aderonmu, Temitope S. B | Adolphus, Telima "Thinking through Ethnoscientific Scenarios for Physics Teaching: Implication for Curriculum Implementation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38364.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38364/thinking-through-ethnoscientific-scenarios-for-physics-teaching-implication-for-curriculum-implementation/aderonmu-temitope-s-b
This document provides a summary of Nicole Flynn's qualifications and experience as a science educator. She has over 10 years of experience developing standards-based curriculum and teaching high school chemistry, physics, and other science subjects. She is committed to research-based teaching practices that engage students through inquiry, discourse, and interdisciplinary learning. She also has extensive professional development experience and affiliations with the National Science Teachers Association.
This document discusses different approaches to organizing physical science curriculum. It defines curriculum and provides approaches such as concentric, topic-based, historical, nature study, nature rambling, disciplinary, and interdisciplinary. The concentric approach spreads topics over multiple years, starting broadly and adding details each year. The topic approach divides the curriculum into related topic units. The historical approach emphasizes the evolution of science. Nature study and rambling focus on experiences with the natural environment. Disciplinary and interdisciplinary approaches integrate or combine subjects. The document concludes curriculum organization should be based on student needs and interests as well as the functional importance of content.
This document discusses correlating the teaching of physical science with history and geography. It begins by explaining that science should not be taught in isolation and benefits from connections to other subjects. It then provides examples of how physical science correlates with geography, such as instruments used in both subjects and how scientific principles relate to topics in geography. Examples are also given of how physical science interconnects with historical events and figures, such as scientists who received patronage from rulers and how scientific discoveries occurred alongside important time periods. The document concludes that education works best when connections between subjects are emphasized to give students a comprehensive understanding.
Attitude of teachers toward utilizing community resources in physics in abuja...Alexander Decker
This study examined the attitudes of physics teachers in Abuja, Nigeria toward utilizing community resources in their teaching. A survey was conducted of 250 physics teachers from 150 schools. The results showed a significant difference in attitude between qualified and unqualified teachers, with qualified teachers having a more positive attitude. The researchers recommended that teacher training programs provide more instruction on using community resources to address deficiencies in teachers' attitudes.
Challenges of Biology Teacher In The Face Of Changing Technologyinventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document summarizes a paper on improving chemical education through strengthening the link between research and practice. It discusses two key points:
1. Existing chemical education research has been too narrow in scope and has had little impact on changing teaching practice. More research is needed in areas like curriculum development and technology-enhanced learning.
2. Professional development for chemistry teachers needs to incorporate current research findings to improve instruction. Simply conducting research is not enough - the findings must be implemented in classroom practice.
Challenges of biology education for the 21st century - beyond bio2010 symposi...bio-link
Dr. Jay Labov, from the National Academy of Sciences and National Research Council, talks about how undergraduate biology education must change to meet the challenges of the 21st century
“Science Education for Active citizenship” is a publication on science education offers a 21st century vision
for science for society within the broader European agenda. This report is aimed primarily at science education
policy makers. It identifies the main issues involved in helping citizens to access scientific debate. It provides
guidance on how industry can contribute to science education; and it proposes a new framework for all types
of science education from formal, to non-formal and informal approaches.
Public engagement has already made a real difference in the governance and decision-making process of
Horizon 2020: providing a space for the citizen to tell us what works and what doesn’t, what’s important and
what’s not.
The report makes a substantive contribution to the policy debate within Europe on how best to equip citizens
with the skills they need for active participation in the processes that will shape everyone’s lives.
1) Science is defined as the systematic study of the structure and behavior of the physical and natural world through observation and experiment.
2) The goal of science is the pursuit of knowledge for its own sake, while the goal of technology is to create products that solve problems and improve human life. Technology is the practical application of science.
3) Science and technology are important in modern society as they provide knowledge and tools that improve living standards by finding cures for diseases and developing clean energy sources. Science must also respond to societal needs and global challenges.
The document discusses the history and current state of science curriculum in elementary schools. It notes that science instruction has decreased significantly since 2000 due to a focus on standardized testing in math and reading. Currently, most elementary schools spend less than an hour per week on science and many teachers feel unprepared to teach it. In order to improve science education, the document argues that reforms are needed in curriculum enhancement, resource development, and training for elementary school teachers in science.
The document discusses a program called "Growing Tall Poppies" developed by researchers at the University of Melbourne in partnership with Santa Maria College, a girls' school. The program aims to increase the number of girls studying physics in secondary school and continuing into Years 11 and 12. A longitudinal study found that the program significantly increased both the number of girls choosing Year 11 physics and retaining into Year 12 physics. The program is focused on engaging students with current research projects in an authentic science environment. It promotes science learning through relevance, cross-disciplinary links, and involvement in real research with scientists.
The ACARISS project was a two-year project applying inquiry-based science education methods in secondary schools in Tuscany, Italy. It involved partnerships between research institutes and universities to develop teaching modules for teachers following the 5E model. The project provided resources for teachers, carried out student and teacher training, created a website, and organized scientific competitions for students. Evaluation through student surveys aimed to assess the impact on attitudes towards science education. The goal was to improve science teaching and learning through collaboration between schools and researchers.
This document provides an overview of the Mathematics curriculum for secondary education. It includes:
1. Descriptions of the focus and emphasis of each year level, including Integrated Science in First Year, Biology in Second Year, and Chemistry in Third Year.
2. Details on unit credits, time allotments, learning expectations, scope and sequence of content, strategies and materials, grading systems, and sample competencies and lesson plans.
3. The scope and sequence sections outline the concepts, themes, and topics covered in each year level, including the scientific method, properties of matter, ecosystems, cell structure, evolution, and human anatomy.
4. Suggested strategies include outdoor learning, cooperative learning,
The document discusses strategies for scaffolding instruction to support English Language Learners in the primary classroom. It describes seven scaffolding techniques: teacher modeling, simplifying language, using graphic organizers, incorporating visuals and graphics, cooperative learning, implementing Guided Language Acquisition and Design and English Language Development strategies, and incorporating reader's and writer's workshops. These scaffolding techniques provide foundations for ELL students to understand new content, gradually removing supports as their language skills develop.
This document provides information about the Biology textbook for Class XII published by the National Council of Educational Research and Training (NCERT) in India. It lists the publication details including multiple reprints from 2006 to 2019. It acknowledges the contributions of the textbook development committee, reviewers, and subject experts involved in developing and reviewing the textbook. The preface provides an overview of the scope and objectives of the Class XI and XII Biology textbooks to help students understand key biological concepts and appreciate the importance and applications of biology.
Students attitudes towards physics in primary and secondary schools of Dire D...Premier Publishers
The focus of this study was about higher secondary and primary school students’ attitude towards physics subject. The population of this study was some of the higher secondary and primary schools students of Dire Dawa administrative city (Ethiopia), however due to time constraints and convenience students from three government secondary schools, 2 Private secondary schools and l1 government and private schools were taken as convenience sample for this study. The study revealed that students were very much unsatisfied from the physics teacher methodology moreover students have considered physics as difficult subject and developed negative attitudes on the calculation part of the subject. The result also revealed that girls are more attracted on physics subject when they at primary than secondary schools, like grade 9 and 11.
This document discusses the correlation between physical science and other subjects like mathematics, biology, and languages. It explains how physical science is related to these subjects and provides examples. Physical science relies on mathematics through its use of algebraic equations, geometry, and graphs. Biology also correlates with physical science through topics like respiration, photosynthesis, and food absorption which can be explained by physics and chemistry. Languages are important for physical science students to clearly express scientific ideas and principles. The document concludes that correlating subjects helps students make connections between different areas of knowledge and improves their understanding and interest in learning.
Yager, stuart exemplary science teacher education program nftej v 24 n3 2014William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Students’ attitudes towards science have long occupied the interest of the scientific community. The confirmed decline of students’ interest in pursuing the study of science, alongside the increasing recognition of scientific knowledge’s importance and economic utility, makes the issue even more imperative for any society attempting to raise its standards of scientific literacy. Attitudes towards science have been found to depend on variables like instructional teaching and curriculum. The latest research indicates that childhood experiences serve as a major influence on academic interest. The broad recommendation is to concentrate on improving 10 to 14-year-olds’ experience of science. Despite the recent flurry of media interest and the latest research in the scientific community, the school curriculum in most countries is still teaching obsolete science with scarce reference to current, cutting-edge scientific research. There is an urgent need to introduce the concepts of 20th-century Physics within the curriculum and exciting science programs that will enhance the interactive learning experience among students, as is shown by evaluating reports of OECD and PISA results. While this has led to several changes in the curriculum of secondary schooling in some countries, it is still an imperative case for others and definitely for Greece. There are some individual or institutional projects around the globe that introduce modern science and technology to upper primary students, yet of no nationwide effect. This paper aims to review the latest research on students’ attitudes towards science and to present the possible next research steps in amplifying students’ interest and engagement in science.
Thinking through Ethnoscientific Scenarios for Physics Teaching Implication f...ijtsrd
The study was focused on Physics teachers’ perception on the use of ethnoscience learning experiences for the teaching of secondary school Physics and its implication for curriculum implementation. Six research questions and six hypotheses were posited for the study. The cross sectional survey research design was employed for the study. 243 secondary school Physics teachers in three Urban Local Government Areas Port Harcourt, Obio Akpor and Eleme and four rural Local Government Areas Ikwerre, Khana, Ahoada East and Ahoada West in Rivers State, Nigeria were selected using the non proportional stratified random sampling technique. Data collecting instrument was titled “Ethnoscience Learning Experience for Physics Teaching Questionnaire” with a coefficient reliability index of 0.86 was used to elicit response from the respondents. Data was analyzed using frequency count, mean, and inferential statics of t test at 0.05 level of significance. The findings of the study revealed that the following themes Interaction of Matter, Space and Time, Conservative Principle, Waves Motion without material transfer and Fields at rest and in motion can be taught using ethnoscience learning experiences while themes such as Energy quantization and duality of matter and Physics in technology cannot be taught using ethnoscience learning experiences. Based on the findings of the study, it was recommended that stakeholders and planners of the secondary school Physics curriculum should consider the integration of ethnoscience learning experiences in the Physics curriculum in order to clarify those abstract concepts in learning of Physics. Aderonmu, Temitope S. B | Adolphus, Telima "Thinking through Ethnoscientific Scenarios for Physics Teaching: Implication for Curriculum Implementation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38364.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38364/thinking-through-ethnoscientific-scenarios-for-physics-teaching-implication-for-curriculum-implementation/aderonmu-temitope-s-b
This document provides a summary of Nicole Flynn's qualifications and experience as a science educator. She has over 10 years of experience developing standards-based curriculum and teaching high school chemistry, physics, and other science subjects. She is committed to research-based teaching practices that engage students through inquiry, discourse, and interdisciplinary learning. She also has extensive professional development experience and affiliations with the National Science Teachers Association.
This document discusses different approaches to organizing physical science curriculum. It defines curriculum and provides approaches such as concentric, topic-based, historical, nature study, nature rambling, disciplinary, and interdisciplinary. The concentric approach spreads topics over multiple years, starting broadly and adding details each year. The topic approach divides the curriculum into related topic units. The historical approach emphasizes the evolution of science. Nature study and rambling focus on experiences with the natural environment. Disciplinary and interdisciplinary approaches integrate or combine subjects. The document concludes curriculum organization should be based on student needs and interests as well as the functional importance of content.
This document discusses correlating the teaching of physical science with history and geography. It begins by explaining that science should not be taught in isolation and benefits from connections to other subjects. It then provides examples of how physical science correlates with geography, such as instruments used in both subjects and how scientific principles relate to topics in geography. Examples are also given of how physical science interconnects with historical events and figures, such as scientists who received patronage from rulers and how scientific discoveries occurred alongside important time periods. The document concludes that education works best when connections between subjects are emphasized to give students a comprehensive understanding.
Attitude of teachers toward utilizing community resources in physics in abuja...Alexander Decker
This study examined the attitudes of physics teachers in Abuja, Nigeria toward utilizing community resources in their teaching. A survey was conducted of 250 physics teachers from 150 schools. The results showed a significant difference in attitude between qualified and unqualified teachers, with qualified teachers having a more positive attitude. The researchers recommended that teacher training programs provide more instruction on using community resources to address deficiencies in teachers' attitudes.
Challenges of Biology Teacher In The Face Of Changing Technologyinventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document summarizes a paper on improving chemical education through strengthening the link between research and practice. It discusses two key points:
1. Existing chemical education research has been too narrow in scope and has had little impact on changing teaching practice. More research is needed in areas like curriculum development and technology-enhanced learning.
2. Professional development for chemistry teachers needs to incorporate current research findings to improve instruction. Simply conducting research is not enough - the findings must be implemented in classroom practice.
Challenges of biology education for the 21st century - beyond bio2010 symposi...bio-link
Dr. Jay Labov, from the National Academy of Sciences and National Research Council, talks about how undergraduate biology education must change to meet the challenges of the 21st century
“Science Education for Active citizenship” is a publication on science education offers a 21st century vision
for science for society within the broader European agenda. This report is aimed primarily at science education
policy makers. It identifies the main issues involved in helping citizens to access scientific debate. It provides
guidance on how industry can contribute to science education; and it proposes a new framework for all types
of science education from formal, to non-formal and informal approaches.
Public engagement has already made a real difference in the governance and decision-making process of
Horizon 2020: providing a space for the citizen to tell us what works and what doesn’t, what’s important and
what’s not.
The report makes a substantive contribution to the policy debate within Europe on how best to equip citizens
with the skills they need for active participation in the processes that will shape everyone’s lives.
1) Science is defined as the systematic study of the structure and behavior of the physical and natural world through observation and experiment.
2) The goal of science is the pursuit of knowledge for its own sake, while the goal of technology is to create products that solve problems and improve human life. Technology is the practical application of science.
3) Science and technology are important in modern society as they provide knowledge and tools that improve living standards by finding cures for diseases and developing clean energy sources. Science must also respond to societal needs and global challenges.
The document discusses the history and current state of science curriculum in elementary schools. It notes that science instruction has decreased significantly since 2000 due to a focus on standardized testing in math and reading. Currently, most elementary schools spend less than an hour per week on science and many teachers feel unprepared to teach it. In order to improve science education, the document argues that reforms are needed in curriculum enhancement, resource development, and training for elementary school teachers in science.
The document discusses a program called "Growing Tall Poppies" developed by researchers at the University of Melbourne in partnership with Santa Maria College, a girls' school. The program aims to increase the number of girls studying physics in secondary school and continuing into Years 11 and 12. A longitudinal study found that the program significantly increased both the number of girls choosing Year 11 physics and retaining into Year 12 physics. The program is focused on engaging students with current research projects in an authentic science environment. It promotes science learning through relevance, cross-disciplinary links, and involvement in real research with scientists.
The ACARISS project was a two-year project applying inquiry-based science education methods in secondary schools in Tuscany, Italy. It involved partnerships between research institutes and universities to develop teaching modules for teachers following the 5E model. The project provided resources for teachers, carried out student and teacher training, created a website, and organized scientific competitions for students. Evaluation through student surveys aimed to assess the impact on attitudes towards science education. The goal was to improve science teaching and learning through collaboration between schools and researchers.
This document provides an overview of the Mathematics curriculum for secondary education. It includes:
1. Descriptions of the focus and emphasis of each year level, including Integrated Science in First Year, Biology in Second Year, and Chemistry in Third Year.
2. Details on unit credits, time allotments, learning expectations, scope and sequence of content, strategies and materials, grading systems, and sample competencies and lesson plans.
3. The scope and sequence sections outline the concepts, themes, and topics covered in each year level, including the scientific method, properties of matter, ecosystems, cell structure, evolution, and human anatomy.
4. Suggested strategies include outdoor learning, cooperative learning,
The document discusses strategies for scaffolding instruction to support English Language Learners in the primary classroom. It describes seven scaffolding techniques: teacher modeling, simplifying language, using graphic organizers, incorporating visuals and graphics, cooperative learning, implementing Guided Language Acquisition and Design and English Language Development strategies, and incorporating reader's and writer's workshops. These scaffolding techniques provide foundations for ELL students to understand new content, gradually removing supports as their language skills develop.
This document provides information about the Biology textbook for Class XII published by the National Council of Educational Research and Training (NCERT) in India. It lists the publication details including multiple reprints from 2006 to 2019. It acknowledges the contributions of the textbook development committee, reviewers, and subject experts involved in developing and reviewing the textbook. The preface provides an overview of the scope and objectives of the Class XI and XII Biology textbooks to help students understand key biological concepts and appreciate the importance and applications of biology.
Students attitudes towards physics in primary and secondary schools of Dire D...Premier Publishers
The focus of this study was about higher secondary and primary school students’ attitude towards physics subject. The population of this study was some of the higher secondary and primary schools students of Dire Dawa administrative city (Ethiopia), however due to time constraints and convenience students from three government secondary schools, 2 Private secondary schools and l1 government and private schools were taken as convenience sample for this study. The study revealed that students were very much unsatisfied from the physics teacher methodology moreover students have considered physics as difficult subject and developed negative attitudes on the calculation part of the subject. The result also revealed that girls are more attracted on physics subject when they at primary than secondary schools, like grade 9 and 11.
This document discusses the correlation between physical science and other subjects like mathematics, biology, and languages. It explains how physical science is related to these subjects and provides examples. Physical science relies on mathematics through its use of algebraic equations, geometry, and graphs. Biology also correlates with physical science through topics like respiration, photosynthesis, and food absorption which can be explained by physics and chemistry. Languages are important for physical science students to clearly express scientific ideas and principles. The document concludes that correlating subjects helps students make connections between different areas of knowledge and improves their understanding and interest in learning.
Yager, stuart exemplary science teacher education program nftej v 24 n3 2014William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Students’ attitudes towards science have long occupied the interest of the scientific community. The confirmed decline of students’ interest in pursuing the study of science, alongside the increasing recognition of scientific knowledge’s importance and economic utility, makes the issue even more imperative for any society attempting to raise its standards of scientific literacy. Attitudes towards science have been found to depend on variables like instructional teaching and curriculum. The latest research indicates that childhood experiences serve as a major influence on academic interest. The broad recommendation is to concentrate on improving 10 to 14-year-olds’ experience of science. Despite the recent flurry of media interest and the latest research in the scientific community, the school curriculum in most countries is still teaching obsolete science with scarce reference to current, cutting-edge scientific research. There is an urgent need to introduce the concepts of 20th-century Physics within the curriculum and exciting science programs that will enhance the interactive learning experience among students, as is shown by evaluating reports of OECD and PISA results. While this has led to several changes in the curriculum of secondary schooling in some countries, it is still an imperative case for others and definitely for Greece. There are some individual or institutional projects around the globe that introduce modern science and technology to upper primary students, yet of no nationwide effect. This paper aims to review the latest research on students’ attitudes towards science and to present the possible next research steps in amplifying students’ interest and engagement in science.
Andrew Kirk is a science educator with over 15 years of experience teaching science courses at the high school level. He currently serves as the 11th Grade Team Leader and science instructor at The Ross Upper School in East Hampton, NY, where he coordinates interdisciplinary projects across several subjects. Prior to his current role, Kirk taught science courses in South Carolina and developed new science curricula. He holds advanced degrees in evolutionary biology, geoscience, and education.
The Nuffield Science Teaching Project was a curriculum initiative launched in 1961-1962 in England by the Nuffield Foundation to improve science education. The project developed new teaching materials for biology, chemistry, and physics for students ages 11-16, and later expanded its materials to other levels. The materials emphasized hands-on learning through experimentation and inquiry. They gave teachers flexibility to adapt the materials to meet students' needs. The goal was to make science more accessible, useful, exciting, and relevant to students of all kinds. The project influenced later curriculum development and defined the United Kingdom's National Curriculum.
The document discusses the history and development of science education in the Philippines. It covers:
- Early indigenous knowledge of Filipinos related to agriculture, medicine, astronomy, etc.
- Introduction of Western science concepts during Spanish and American rule through formal schooling
- Establishment of specialized science schools like the Philippine Science High School in the 1950s-60s
- Efforts to improve science teacher training and curriculum development through projects funded by organizations like the Ford Foundation and the establishment of centers like the Science Education Center at the University of the Philippines.
The document discusses the history and development of science education in the Philippines. It covers:
- Early indigenous knowledge of Filipinos related to agriculture, medicine, astronomy, etc.
- Introduction of Western science concepts during Spanish and American rule through formal schooling
- Establishment of specialized science schools like the Philippine Science High School in the 1950s-60s
- Efforts to improve science teacher training and curriculum development through projects funded by organizations like the Ford Foundation and the establishment of centers like the Science Education Center at the University of the Philippines.
Addressing the falling interest in school science in rural and remote areas u...James Cook University
Anderson, N., Courtney,L., Zee, R., & Hajhashemi, K. (2014). Addressing the falling interest in school science in rural and remote areas using experiments and science fairs. World Applied Science Journal (WASJ). 30(12), 1839-1851.
The document discusses the history of science education in the Philippines from the 1940s to the 1960s. It describes early efforts to improve science education, including making science compulsory in schools in 1957 and establishing the National Committee for Science Education in 1958. It also discusses the adaptation of the BSCS curriculum materials and the establishment of the Science Teaching Center at UP in 1964. Key developments included the Science Education Project in the 1960s to improve teacher training, and the establishment of regional science teaching centers.
Science education in the Philippines has evolved over the past century. It was first introduced by Americans in the early 1900s focusing on nature studies. Several key events and policies helped develop science education, including the establishment of the Science Teaching Center at UP in the 1960s. The first science high schools, Manila Science High School and Philippine Science High School, were created in the 1960s. Currently, the K-12 curriculum includes general science, biology, chemistry and physics. However, science education still faces challenges like shortages of teachers, classrooms and laboratories, and inadequate learning materials.
I apologize, upon reviewing the document again I do not feel comfortable summarizing religious or political content without proper context. Perhaps we could discuss the topic of science education in the Philippines in a more general way.
Curricular initiiatives in india after ncf 2005 by by Garima Tandongarimatandon10
This document discusses several initiatives taken in India to improve science curriculum after the National Curriculum Framework (NCF) 2005. It describes the Indian Institutes of Science Education and Research (IISERs), which are premier institutions for science education and research. It also discusses the National Institute of Science Education and Research (NISER) and its programs. Additionally, it summarizes Project Eklavya, an initiative to increase access to private schools for disadvantaged children, and the Biological Sciences Curriculum Study (BSCS), which developed an influential 5E instructional model for science lessons.
Science education in the Philippines aims to develop students' understanding and appreciation of science ideas through teaching scientific concepts, processes, and skills. It focuses on preparing students for careers in science and technology. To promote science education, the government established several science schools including the Philippine Science High School System, Special Science Elementary Schools Project, Quezon City Regional Science High School, and Manila Science High School. These schools provide gifted students with special science and mathematics curricula and resources to develop their skills and pursue careers in science.
1. The document outlines several landmarks in the development of science education globally and in India. Some key events mentioned include Roger Bacon emphasizing experiments and inductive inquiry in the 13th century, the establishment of the Royal Society in 1664, and the introduction of science subjects at Rugby School in England in 1849.
2. In India, major developments include the recommendations of the Secondary Education Commission in 1953 to emphasize science, vocational subjects, and research. The National Scientific Policy Resolution of 1958 aimed to promote scientific cultivation and research. The National Policy on Education of 1986 stressed designing science education around problem solving and linking science to daily life.
3. National bodies like NCERT, UGC, and establishment of institutions
This document summarizes research on the role of laboratories in science education over the past 20 years. It begins by discussing how constructivist learning theories have replaced Piagetian theories as the dominant model for science learning. Researchers now emphasize that students must have opportunities to actively construct knowledge through hands-on inquiry, reflection, and social interaction. However, most school labs still focus too much on technical procedures and do not provide these deeper learning opportunities. The document then reviews goals for labs and discrepancies between goals and practice. It concludes by discussing implications for teacher education and the need for labs to support meaningful, student-directed inquiry learning.
The document discusses the Nuffield science teaching project and Science-A Process Approach (SAPA) program. The Nuffield project sought to modernize science education for students ages 5 to 18 through new courses. SAPA was evaluated to assess curriculum change, with hypotheses that students in the SAPA program would have a better understanding of science processes and improved attitudes compared to a traditional program. Measures supported that SAPA improved student process skills and teacher understanding of science processes.
This document discusses the role of laboratory activities in science education. It notes that while labs have long been seen as important for engaging students and helping them learn science concepts, research has failed to show a direct relationship between lab experience and student learning. The document examines different types of lab activities and variables that impact their effectiveness. It emphasizes the need for more detailed descriptions of lab contexts in research to better understand how to design labs that promote learning goals.
This study explored the effectiveness of an inquiry-based laboratory unit on cellulase enzyme for undergraduate biotechnology students. Students participated in guided and open inquiry experiments and assessments that showed they gained knowledge of enzyme-substrate interactions and developed skills like critical thinking and applying knowledge to industrial applications. Students also responded positively to the teaching strategy and developed skills in asking questions, problem solving, drawing conclusions, and communicating, showing the benefits of inquiry-based science learning.
Exploring Secondary School Biology Teachers’ Conceptions of ExplanationsPremier Publishers
The present study explored how in-service secondary education biology teachers understand the nature of biological explanations and used a research instrument that focused on how they understand the unique explanatory features of both neo-Darwinian Biology and Newtonian physics. Newtonian physics was used as a reference point because throughout most of the twentieth century, scholars, scientists and teachers have shared the positivist idea that Newtonian physics should be acknowledged as the model for knowing and the standard for all of the other sciences. Fourteen (14) in-service secondary school biology teachers from Greece (6 males, 8 females) completed a questionnaire and were interviewed. The results show that biology teachers were unable to unravel the distinction between nomothetic and non-nomothetic natural sciences when considering the explanatory features of biology and physics. They shared a notion of time that is inconsistent with how history affects the nature of biology and they faced difficulties in understanding the historical nature of biological systems. Moreover, they were inclined to teleological explanations and encountered difficulties in stating mechanisms.
This document summarizes a study that explored factors influencing students' decisions to enroll in physics courses at the University of Education, Winneba in Ghana. The study found that students did not perceive their parents as influencing their subject choice and did not feel societal influence swayed their decision either. It used a questionnaire to collect data from 216 physics and biology students. Background factors like parental education levels and socioeconomic status have been shown in other studies to influence subject selection, but patterns may differ in Ghana's context with generally low socioeconomic levels.
2019 A Practical Guide To Implement Learner-Generated Digital Media (LGDM) A...Kate Campbell
This document contains summaries of multiple research papers related to science education. The summaries are:
1) A study examined the impact of a university program where pre-service teachers engaged with STEM industry through visits. It found the program significantly improved the teachers' science self-efficacy, motivation, and other dimensions based on surveys of the teachers and their students.
2) A study investigated how primary students' participation in online citizen science projects affected their scientific literacy. Students reported improved skills, understanding, and potential actions from learning. The projects offered opportunities to strengthen students' scientific literacy.
3) A multilevel analysis of 375,756 students across 65 countries found that both teacher-directed and inquiry-based science
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1. Developing Country Studies www.iiste.org
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Curriculum Change in Science Education: The case of Botswana
M. Mosothwane
University of Botswana
mosothwm@mopipi.ub.bw
Abstract
This paper identifies changes that have occurred in science education in Botswana. The paper indicates that
changes in content, objectives, instructional strategies, assessment procedures and teaching materials. Changes
in Botswana science curricula were a result of changes in developed countries especially Britain. The changes
were also introduced to make Botswana science curricula relevant and meaningful to learners. Benefits such as
training technicians, preparing the nation for technology were derived from changes in science curricula.
However some changes were not all beneficial to Botswana. There was a lack of teaching materials, science
specialists for various science disciplines. In conclusion implications for teaching new curricula were discussed.
Keywords: Curriculum change, Science Education, Botswana
Introduction
Many science curriculum projects mushroomed in developed countries after the launching of Sputnik into space
by the Russians in 1957 (Martin, et al, 2005). The Russian spaceship caused panic amongst the Western World
especially the British and the Americans. The Americans and the British realized that they were behind the
Russians in science and technology. This gave an impetus to curriculum reforms in science education in these
countries. Drastic changes in science curricula of these countries were introduced as a means to ensure that they
are not behind the Russians in technological developments.
In Britain, Nuffield and Scottish Integrated Science Projects (to name a few) were launched into both
primary and secondary schools. In the USA, SAPA, SCIS, ESS were launched into primary (elementary) schools
while BSCS, PSSC and Chem Study (to name a few) were launched into secondary schools. One common
characteristic of both the British and the American Curriculum Science Projects was that they were process
oriented. Students were to act and behave like scientists. The British placed more emphasis on secondary science
while the Americans placed more emphasis on both elementary and secondary science. The British were of the
view that a strong secondary school science curriculum would lay a strong science background for students who
want to study science at institutions of higher learning. On the other hand the Americans contended that a strong
science background should start at the elementary level of education to enable students in junior secondary
schools to study science with confidence and to study science concepts at more advanced levels of education.
Textbooks which were activity-oriented were produced on a large scale and payments for these projects
were made by governments (Martin, et al, 2005). The writing of the textbooks followed the observation that
sound and lasting learning can only be achieved through active participation (Carin & Sund, 1989)
Changes in the Primary School Science Curriculum
The winds of change that affected Britain also affected its High Commissioner Territory, Botswana.
New science curricula such as Nuffield Projects, Scottish Integrated science, etc were implemented in the UK
schools in the early nineteen sixties. However, in Botswana science was introduced in primary schools for the
first time in 1969 (Rosser and Leburu, 1980). Prior to 1969 Botswana had Nature Study, Physiology and
Hygiene, and Health Education as science in its primary school curriculum (Mosothwane, 1995). After obtaining
its independence from Britain in 1966, Botswana realized that Nature Study, Physiology and Hygiene, and
Health Education did not lay a strong foundation for training its citizens in technically oriented careers and
realized that the foundation could only be made if science is taught in primary schools.
Therefore there was a change in content, methodology and teaching materials. With regard to content,
physical science concepts such as electricity, magnetism, states of matter, etc. were taught in primary school
science. Investigation or discovery methods were recommended as appropriate instructional strategies for
teaching primary science. This was a drastic change from the normal exposition which was commonly used in
teaching Nature Study, Physiology and Hygiene, and Health Education to investigation which was new to
primary school teachers. With regard to teaching materials, there were no prescribed textbooks to help teachers
prepare science lessons.
Although changes were introduced in the primary science curriculum, teachers were not ready for them.
The main reason being that science was new to them and that they did not undergo any in-service training in it.
Furthermore some concepts were well above primary teachers’ level of understanding, e.g. Atomic weight
(Republic of Botswana, 1969). In addition, teacher training institutions did not have science in their curricula;
but only physiology and hygiene. Teaching materials such as textbooks, worksheets, etc. were also not available.
Although there were problems caused by the introduction of science in primary schools, the changes
were however, beneficial to Botswana. First graduates from primary schools were trained as technicians in some
2. Developing Country Studies www.iiste.org
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fields. This helped Botswana to have technical officers for some very crucial posts of responsibility. Secondly,
primary science laid a foundation for further studies at the secondary level of education. Graduates from primary
schools did not meet science for the first time when they entered secondary schools; consequently this facilitated
the learning of science. In other words the language of science was familiar to first year secondary school
students. Changes in science were also introduced in junior secondary schools.
Changes in the Junior Secondary School Curriculum
Although junior secondary schools had science curricula namely Alternatives A and B, their content
topics were not relevant to the innovations suggested by the Western countries in response to the launching of
Sputnik. As a result, Botswana looked at various science curricula of other countries, but was impressed by both
the Caribbean Science and Scottish Integrated science curricula. A science education officer who was by then a
British decided on behalf of the science panel to adopt the Scottish Integrated Science Version. His reasons for
adopting the Scottish Integrated Science were that it used process skills to teach content and as such pupils will
get excited when doing science activities. Science process skills are reported to have promoted children’s
positive attitudes and interests in learning science (Prophet and Thapa, 1999).Therefore, Scottish integrated
Science was introduced into secondary schools in 1974 (Makunga, 1980).
There was a drastic change in teaching methods from that of exposition used in Introductory Science
Alternative A to that of investigation in which students used worksheets to record the results of experiments
conducted. It was a turning point in the teaching of junior secondary science in Botswana. The philosophy of
Scottish Integrated Science Curriculum was that knowledge is holistic but not compartmentalized. There was
great excitement about the new science curriculum (Makunga, 1980); however, some problems were
encountered in the new curriculum.
First teachers were not trained in teaching science in an integrated manner (Makgothi, 1986). Secondly,
secondary school teachers were specialists (Biologists, physicists and chemists), consequently could not
effectively teach all the three science areas in an integrated way. Consequently, biologists concentrated on
biological concepts, so do chemists and physicists. Thirdly, there was a consistent shortage of some chemicals.
As a result some worksheets were left blank as students could not do experiments to complete them.
However, Botswana was fortunate in that it got some expertise from Swaziland which was the first
British Territory to introduce Integrated Science in its secondary schools. Botswana, Lesotho and Swaziland
were the three British Territories in Southern Africa that used exactly the same science curricula and as a result
were always working together whenever a new curriculum or some innovation was introduced in science.
Although problems were encountered in the Scottish Integrated Science Curriculum, benefits also
emerged. First, Scottish Integrated Science equipped pupils with Laboratory skills needed for further learning of
science in senior secondary schools. Learners were familiar with Lab activities and had the opportunity to learn
names of lab equipment. Students were not afraid of handling some equipment. Secondly Scottish Integrated
Science helped learners to realize that learning is a process not a product. In other words, any concept covered
was followed by experimentation. This is in agreement with Bruner’s philosophy of learning. Thirdly, Botswana
got expertise from international scholars because its science education officer got the opportunity to interact and
to exchange ideas with other scholars. This gave Botswana a reputable international status. Changes were also
introduced in senior secondary school science curricula.
Changes in the senior secondary school science curriculum
Botswana had various science curricula at its senior secondary school level of education. These
included Health Science, Biology and General Science (physics, chemistry and biology), however, in the late
1960s, physical science, biology, chemistry and physics (pure sciences) were introduced in senior secondary
school science curricula as separate subjects. The content topics of physical science were different from that of
general science. Human and Social Biology was introduced in 1973 to replace Health Science (Nganunu &
Clegg, 1980). The content topics of Human and Social Biology were also different from that of Health Science.
Human and Social Biology approached science from both a social and scientific point of view while Health
Science approached science from a scientific point of view only.
Senior secondary school science subjects laid a strong foundation for learning science at higher levels
of education. The changes that occurred in Botswana science curricula were facilitated by some factors.
Factors which influenced changes in science curriculum
The launching of Sputnik into space was the main factor that contributed to curriculum reforms in science
education in the western world. When the Americans and the British changed their science curricula, developing
countries too changed their science curricula. But developing countries such as Botswana were influenced by
some other factors. These included socio-political status, economic status, the findings of research studies, the
status of teacher qualification and the influence the curricula will have on enriching the country’s cultures.
Socio-political influence: Developing countries had to see that new science curricula were relevant to their needs
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and their education system. Therefore policies that were considered appropriate were put in place. The issue of
benefits that society will derive from the new science curriculum was given priority. In the context of Botswana,
science was introduced in both primary and secondary schools with a view that a technologically skilled nation
will be produced and as such will promote economic developments (Republic of Botswana, 1973).
Botswana realized that it could not improve its industrial and technological developments if it does not
produce technologically skilled human power. Botswana was also able to source finance from other countries to
pay for science workshops and for in-service training of its teaching staff especially from the Americans and
British. This was due to the fact that Botswana was politically stable and its leaders were not corrupt.
Economic status
For a country to introduce new curricula there must be finance to pay for new teaching materials, such
as books, worksheets, etc. Furthermore there must be some money to run workshops and to send teachers for in-
service training. It therefore means that Botswana was in a better position to introduce new science curricula
because it had finance.
Research Studies on the Status of Education:
Before Botswana could introduce a new science curriculum in its primary or secondary schools,
research studies were conducted to identify the strengths and weaknesses or loopholes in its education system.
Two comprehensive research studies were conducted in Botswana in 1977 and 1993 (Republic of Botswana,
1977 & 1993). Based on the findings of these studies, recommendations were made that had drastic effects on
primary and secondary science curricula in Botswana. The findings of these studies reported that primary science
was in a deplorable state and was to be changed so that it is relevant and up to date. Furthermore, junior
secondary science was reported to be too academic and less relevant to Botswana. Similarly senior secondary
school science curricula were found to be strongly tilted towards the British secondary school science curricula.
In response to these observations, changes were made.
Based on the findings of the 1993 NCE research study, it was recommended that Environmental
Science be introduced in Lower Standards. This was in accordance with the UN suggestion that environmental
literacy of the public could be enhanced at a tender or young age. It has been observed that responsible
environmental behaviors of children are easily developed at a very tender age, hence the introduction of
Environmental Science in Lower Standards. Environmental Science is an integration of three subjects (Science,
Home Economics and Agriculture) and it reinforces that idea that when one solves a problem, one does not use
one skill, but an integration of skills. Environmental science was based on the school thought called
progressivists which purports that knowledge is holistic but not compartmentalized.
Teacher qualification
When Botswana introduced new science curricula, it was satisfied that its teachers were qualified to
teach new curricula. Most teachers who were members of science panels were considered competent to teach
new science curricula. Research indicates that teachers who possess strong subject matter are capable of not only
delivering the subject matter, but also using a variety of teaching strategies to enhance and promote
understanding of science concepts (Barnes, 1996). Furthermore, teachers who participate in curriculum
development can successfully implement the new curriculum because they feel they own it. It should be noted
that teachers who do not participate in curriculum development could retard the implementation process.
Teachers are very conservative people, whenever a curriculum is imposed on them, they could easily sabotage
and resent it. Teachers want the status quo to remain the same.
Cultural influences
Before a new curriculum is introduced in a country, those who are responsible for that country’s
educational system consider the effects a new curriculum will have on the culture of the people for which the
new curriculum is being developed. For example, some countries do not allow schools to teach children about
family life education or sexuality. However, a country such as Botswana has in its science curriculum concepts
such as birth control, abortion, HIV/AIDS, etc (Republic of Botswana, 1996). Culturally, Batswana were not
used to talking about sexuality to children in the past; however, due to the AIDS pandemic, Batswana accepted
that violation of some cultural norms and values could save the nation from the scourge of HIV/ AIDS pandemic.
A curriculum worker determines content, activities and the educational environment and his/her task is to
enhance culture and values. Culture and values shape children’s beliefs and attitudes acceptable to society
(Ornstein and Hunkins, 1993).
Psychological influences
Botswana science curricula have been influenced by the work of psychologists, such Piaget, Bruner,
Gagne, Ausubel and Vygotsky (Mosothwane, 1995). Piaget and his co-workers revealed the complexity of child
development, the rate at which children’s thinking processes develop, the unsuitability of abstract work at early
stages of cognitive development and the significance of helping children to develop their own cognitive
structures (Watson, 1976). On the other hand, Bruner has also acknowledged stages of cognitive development
which he says must be considered when teaching to avoid a situation where young children could be given
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abstract work which is far beyond their cognitive processes. Bruner is of the view that concepts are in a
hierarchy and as such teaching in lower classes should start with the simplest concepts and progresses to the
more complex ones, hence a spiral curriculum. Bruner is of the view that children learn better when fully
engaged in activities. He is an advocate of discovery teaching. In Botswana, electrical concepts taught in Form I
are not the same as the ones taught in Form IV. Gagne is also an advocate of hierarchical knowledge. He asserts
that science concepts must be taught in a hierarchy beginning with the simplest and progressing to the more
complex ones. Gagne’s ideas are used in our science curricula especially primary science. Gagne suggests that
concepts should be repeated until children understand them. Our current primary science curriculum is written in
modules (units) in which simple concepts are taught first followed by difficult ones.
Ausubel, a constructivist, acknowledges the fact that knowledge is environmentally determined and
asserts that children’s prior knowledge should be used in teaching science. He opines that if children’s
preconceptions are used in teaching science, then learning becomes meaningful. Meaningful learning occurs
when children are able to link what they are learning with what they have already learned. In his view, teachers
should start with what is in children’s environment (what children already know) and connect that with what
they are just about to learn, hence the justification for an advanced organizer. Vygosky was constructivist and an
advocate of co-operative learning. His ideas of working together is reinforced by his famous quotation ‘What
children can do together today, they can do alone tomorrow’. Our children both in primary and secondary
schools should work in groups. This helps those who may not understand some concepts to be helped by others
in the group who understand. Contribution in class by all children in the class discussion gives every child an
opportunity to talk and to ask questions. Our current primary science curriculum encourages such an approach.
External influences
The launching of Sputnik into space is a case in point. After the launching of Sputnik into space by the Russians,
the western countries changed their science curricula to introduce stronger science curricula which laid a strong
foundation for science and technology. Science projects which were introduced in Britain were also introduced
in its ex-colonies and territories (Mosothwane, 1995). Commonwealth countries send their people to Britain to
study and therefore it makes a lot sense to use science curricula similar to that of Britain because their students
will be able to study without much difficulty. Furthermore most developing countries send their people to study
in the USA; therefore using science curricula similar to those of USA makes a lot of sense because it will
facilitate learning.
Subject panels/Curriculum specialists
In Botswana, most members of science panels are also researchers, therefore they are involved in the
decision making stage where they will make comments on whether a new curriculum should be introduced and
to what extent it will benefit the country. Science panels’ comments on a new curriculum are taken seriously by
the government. The Revised National Policy on Education of 1994 (Republic of Botswana, 1994)
recommended the establishment a National Science Panel to oversee the implementation of science curricula
nationwide and to develop science curricula that will help to promote the scientific literacy of Batswana. The
panel is comprised of primary, secondary and tertiary science teachers. The contributions made by these different
specialists have contributed to the development of coherent and strong science curricula in Botswana.
Textbook authors
Science curricula in Botswana have to a large extent been influenced by textbooks especially well
written ones. For example, Junior Certificate Integrated Science was influenced by UNESCO science books. A.F.
Abbott physics textbook had an influence on the current Botswana General Certificate of Secondary Education
(BGCSE) Physics Syllabus. Abbot Ordinary Level textbook is well written and has good illustrations which help
teachers to explain some concepts clearly. Physics panel members were impressed by the way the textbook is
written and as such were to ensure that the content topics of the textbook are reflected in their physics syllabus.
The above catalysts of change were not only germane to developing countries, they were universal. In
Botswana, changes in the science curricula were considered essential for they bring in new knowledge,
strengthen science curricula and make science curricula more relevant and meaningful.
Phases inherent in curriculum innovation
Curriculum development is a process in which steps are followed when a new change is introduced. These steps
are referred to as ‘phases’. First, who decides to introduce changes? This phase of curriculum innovation is
referred to as the Initial or decision making phase. The Permanent Secretary in the Ministry of Education and
Skills Development will identify the needs for a new curriculum. In the context of Botswana, the Permanent
Secretary in the Ministry of Education has the total responsibility to initiate the changes that he/she thinks will
benefit the country. The normal procedure is that he/she will inform the Minister of Education of his/her
intention and the benefits the country will get from the new science curriculum. If the Minister agrees, the
Permanent Secretary (PS) will inform his subordinates (Subject Education Officers). Education officers and the
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PS will meet and formulate a course of action. They then decide to adopt the new science curriculum (it may be
a curriculum from other countries which they think will benefit Botswana). Objectives, content topics are
modified to suit the Botswana situation. Education officers will then call subject panel members to discuss the
new curriculum.
After they have agreed on what to include or exclude from the curriculum, materials are then developed
(the developmental/ production phase). This is the phase or stage in which teaching materials (textbooks,
worksheets) are produced .After the production of materials some teachers will trial them in their schools. This
phase of curriculum innovation is called the trial stage/phase. The essence of the trial phase is to get feedback
from schools on quality of the materials. In this phase, teaching materials are improved. The panel will ensure
that the materials are in line with the educational goals of Botswana. Teachers who trailed the materials will
identify problems encountered during the trial stage and will report them to panel members who will make
corrections accordingly. After the corrections have been made, the new curriculum is then disseminated to
education officers who will inform schools that a new curriculum will be implemented effective from a given
date. After a new curriculum has been disseminated it is then adopted by school (the adoption stage). The new
science curriculum becomes an official document and it has to be implemented (the implementation stage) at the
classroom level.
The implementation stage is very critical for it is carried out entirely by teachers some of who are not
members of subject panels. Furthermore, this stage is critical because it is here that teachers can sabotage the
new curriculum. In this stage, the critical question is ’what strategies should be put in place to facilitate the
implementation process? Normally in Botswana, the last stage is evaluation. Evaluation is done through the
analysis of the results of tests and national examination. This is easiest way to evaluate a new curriculum.
However, it should be noted that evaluation is a continuous process which should be done from the
developmental stage throughout all stages of curriculum development. In Botswana, two comprehensive
evaluation processes were conducted in 1977 and in 1993. These National Studies culminated into two
comprehensive reports called The National Commissions on Education (Republic of Botswana, 1977 & 1993).
The two comprehensive reports recommended drastic reforms in Education System of Botswana (Republic of
Botswana, 1977 & 1993).
A summary of phases inherent in curriculum innovation/development
(Based on Harding, Kelly, &Nicodemus, 1976’s ideas).
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The current status of science education in primary and secondary schools
The current status of science education in Botswana primary and secondary schools is based on the Revised
National Policy on Education of 1994, Vision 2016, EFA goals and MDGs.(Vision 2016, EFA, 2006; Republic
of Botswana, 1994 & 2004). The Revised National Policy on Education calls for a scientifically literate nation.
Furthermore, the policy document calls for a strong primary science curriculum. The policy paper divided
primary science into two parts, namely Environmental Science and Upper Primary Science (Republic of
Botswana, 1994). Environmental Science is concerned with care and sustenance of the environment. Its main
aim is to promote responsible environmental behaviors in children at a tender age.
Research indicates that children’s positive attitudes towards the environment and their concern for a
quality environment could easily be developed when they are still young (Mosothwane, 2006). Environmental
Science is taught from Grade 1 through Grade 4. Upper Primary Science is taught from Grade 5 through Grade 7.
Upper Primary Science has rigorous and lays a strong science background for students who aspire to study
science at the junior secondary school level of education Both Environmental Science and Upper Primary
Science curricula employ process skills in the teaching of content. This is based on an internationally held
perspective that process skills promote understanding of science concepts (Prophet & Thapa, 1999).
Vision 2016, Long Term Vision for Botswana calls for a technologically advanced Nation through a
quality science programme. The vision contended that science and technology must be emphasized through the
education system and recommends that all children at the primary and secondary levels of education must be
encouraged to study science.
Girls in particular have been encouraged to study science since they have the same science aptitude like
boys. The Vision document gives reasons for a strong science curriculum required for science and technology.
Industrial development requires technicians, electricians and environmentalists. The Vision contends ‘a strong
capacity in the scientific and engineering disciplines will provide crucial long term support for the manufacturing
industry’ (Vision 2016, p.39) EFA goal No. 6 calls for a quality science education programme for developing
countries. One of the reasons why UNESCO calls for a quality science programme for developing countries is
that these countries are still far behind developed countries in science and technology, yet they have abundant
natural resources which help them to industrialize their countries.
Junior secondary school science is not in separate disciplines (such as biology, chemistry. earth science
and physics), it is integrated. This was to ensure that students see the interrelationships between different
disciplines. This perspective is based upon the school of thought called progressivists which purports is that
knowledge is holistic not compartmentalized as shown by other science curricula. Although junior secondary
science is integrated, the absence of earth science concepts is conspicuous. Therefore, there is an urgent need to
include more earth science concepts in the junior secondary science curriculum. The junior secondary school
science curriculum partly prepares students for the world of work. Students who pass junior secondary school
science are able to go enter technical colleges to further their studies. Following the UNESCO philosophy of
basic education, government took a step ahead and ensured that education is a right for all children from primary
school to senior secondary school level of education. Students no longer stop their education at junior secondary
school level of education and proceed to technical colleges; they all proceed to senior secondary school level of
education and some go to technical colleges after the completion of their senior secondary school level of
education.
Senior secondary school science curriculum is categorized into four forms of science, namely single
science award, double science award, pure sciences (biology, chemistry and physics) and lastly human and
social biology which has been designed specifically for private candidates (Republic of Botswana, 2000).
Science Single Award is a form of science composed of biology, chemistry and physics. Students are given one
grade in the Botswana General Certificate of Secondary Examination. The objectives of the Science Single
Award are divided into two types, namely Core and Extended. The core objectives are covered by all students
while the extended ones are only covered by very able students.
Science Double Award is a form of science composed of physics and chemistry (physical science) and
biology. The syllabus is more rigorous than that of the science single award. Students are given two grades
(double), one grade for physical science and the other for biology. The objective of science double award are
also divided into core and extended. Students who cover the extended objectives are of high ability. In the pure
sciences, students write three papers and are awarded three grades. Just like in the single and double awards,
pure science also have core and extended objectives. The core objectives are covered by all students while the
extended ones which are challenging are covered only by vey able students.
Science curricula for primary and secondary schools included Millennium Development Goal Number
7(MDG #7) because they contain concepts on sustainability (Republic of Botswana, 2004). Environmental
sustainability is taught across all primary grades and all secondary forms in Botswana. MDG #7 was instituted
by UNESCO after a realization that resources were rapidly being depleted, some of which will never be replaced
and it guards against the pollution of the environment. The main aim of Goal Number 7 of MDGs is to avoid
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ecological crisis.
Summary of benefits derived from curriculum changes
Although science curriculum changes benefitted Botswana, however, it was realized that the training of
curriculum development officers was done rather late and there were no curriculum development centers. The
training of curriculum development officers were required to drive and implement reforms. Curriculum reforms
require well trained curriculum officers.. Prior to curriculum changes curriculum development centers were not
available. The benefits of changes in the curriculum were that relevant science programmes were developed.
This led to relevant examination questions. Changes were not always beneficial to Botswana. First there were no
trained science teachers to implement the changes. Secondly, finance was not available to conduct workshops for
teachers.
Implications for Curriculum Development
Introducing new curricula had implications teaching and learning processes. First, teachers should be trained for
the new curriculum as a means to ensure that it is successfully implemented. Secondly workshops should be held
for teachers to familiarize them with the new curriculum. Thirdly physical facilities must be adequately provided
for schools. This requires money. Well written textbooks for the new curriculum must be provided. Therefore,
there is a need for writers to have expertise in book writing. And they should also have a deep understanding of
the new curriculum.
Conclusion
This paper discussed changes in the science education in Botswana. The introduction section gave a scenario of
what prompted changes in the science curricula of the Western countries. The changes in the science curricula of
the western countries occurred on an unprecedented scale. The changes in science curricula of developed
countries had an influence on the science curricula of developing countries. The paper also discussed factors that
influenced or facilitated changes in developing countries. Finally, the paper concludes by discussing the current
status of science education in Botswana.
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