scholarly journals Teaching Science Practical’s in Tanzanian Secondary Schools

2021 ◽  
Vol 04 (11) ◽  
Author(s):  
Shadrack Ernest Mwakalinga ◽  
Keyword(s):  
Secondary Schools ◽  
Scientific Knowledge ◽  
Deep Understanding ◽  
Teaching Science ◽  
National Examinations

This paper is aimed at analysing the importance of teaching science practicals as they are shown in the syllabus of science subjects lather than waiting for the national examinations or waiting learners to reach form three or four. Among the importance of teaching science practicals as shown in the syllabus include, Development of student’s scientific knowledge through practicals, Involving students in action and reflection, Practicals develops learners interest, Practical enhances creativity and deep understanding. Finally the paper recommended that the teaching of sciences in secondary schools in Tanzania needs to be reviewed and restructured so as to accommodate the current needs and challenges.

An Annotated Aboriginal Science Bibliography

1990 ◽  
Vol 18 (5) ◽  
pp. 34-43
Author(s):  
W.P. Palmer
Keyword(s):  
Science Education ◽  
Secondary Schools ◽  
Personal Experience ◽  
Northern Territory ◽  
Teaching Science ◽  
Aboriginal Education ◽  
Trainee Teachers ◽  
Aboriginal Students ◽  
Starting Point ◽  
To Receive

Science is one area within Aboriginal Education which appears to receive comparatively little attention.The author experienced this in practice when he was lecturing in science education to trainee teachers on the topic of teaching science to Aboriginal students in secondary schools. As a newcomer to the Northern Territory the author does not have direct personal experience in this area and so he decided to search the literature. No previous bibliography of this topic was found. Initially searching revealed very little, but slowly the collection of interesting articles has increased, and whilst it is realised that the selection included in this bibliography is far from complete, it is offered to the reader as a starting point.

scholarly journals Are Future Chemistry Teachers Prepared to Perform Chemical Experiments at Primary and Secondary Schools?

2016 ◽  
Vol 21 (1-2) ◽  
pp. 45-52
Author(s):  
Anna Drozdíková ◽  
Miroslav Prokša
Keyword(s):  
Secondary Schools ◽  
Deep Understanding ◽  
Natural Sciences ◽  
Chemistry Teachers ◽  
Multi Level ◽  
Alternative Solutions ◽  
Chemical Experiment

AbstractOur contribution is devoted to study the ability of future chemistry teachers to organise pupils’ observation of chemical phenomena. In this article measuring of multi-level means is described, which should denote a readiness of probands to perform an observation during carrying out chemical experiment. It is based on the assumption that well-prepared observers are able to work actively and to propose alternative solutions, because of their deep understanding of a procedure. In next part of this article the results of a research carried out at Faculty of Natural Sciences in Bratislava are analysed. The research was also aimed to detect if students are prepared to perform chemical experiments without a risk that they will be confused by a procedure or different course of experiment as they had expected.

scholarly journals A proposed model for teaching science based on the integration of constructivist learning with conceptual modeling and its effect on the depth of scientific knowledge of the sixth primary students in the Al-Baha province: نموذج مقتر ح لتدريس العلوم قائم على التكامل بين التعلم البنائي والنمذجة المفاهيمية وأثره على عمق المعرفة العلمية لدى طلاب السادس الابتدائي بمحافظة الباحة

2019 ◽  
Vol 3 (25) ◽  
Author(s):  
Majed Shabab Saad Al-Ghamdi
Keyword(s):  
Scientific Knowledge ◽  
Conceptual Modeling ◽  
Sixth Grade ◽  
Teaching Science ◽  
Constructivist Learning ◽  
Primary Students ◽  
Control Group ◽  
Proposed Model ◽  
General Average ◽  
Experimental Group

This study aimed to identify the effectiveness of a proposed model for teaching science based on the integration of constructivist learning with conceptual modeling and its effect on the achievement of the sixth primary students in the Al-Baha province. To achieve the goals، the research was based on the descriptive approach، and one of the semi-experimental designs was used. The research sample consisted of (46) sixth grade students in the Omar bin Abdul-Aziz School at Al-Baha Educational region، the sample was randomly divided into two groups: one experimental consisted of (22) students who studied the "power and energy" using the proposed model based on the integration between the model of structural learning and conceptual modeling، and the other 24 students who studied the unit in the traditional way، the research tool was applied to both groups، which is the depth of scientific knowledge test. The results of the post application of depth of scientific knowledge tests revealed that there were statistically significant differences at (α < 0.05) between the average degrees of the experimental group and obtained a general average (18.55 from 22) and the control group degrees and obtained a general average (11.50 of 24). And at the field of levels، the experimental obtained (6.26) in the cognitive recall، (6.90) in the application of concepts and skills، (3.14) in the strategic thinking (in exchange for the control of averages (3.52، 3.65، 3.97) respectively. The effect of the independent variable (experimental intervention) in the total degree of scientific knowledge reached 47% of the change in the performance of the experimental group in this variable. In the light of the results، a number of recommendations and suggestions were presented to disseminate the model and benefit from it in the Kingdom's schools.  

scholarly journals Principals’ Role in Promoting Teachers’ Professional Development and Learners’ Performance In Secondary Schools in Murang’a and Kirinyaga Counties, Kenya

2019 ◽  
Vol 7 (4) ◽  
pp. 35
Author(s):  
Irungu Cecilia Mwihaki ◽  
Kagema Josphat N ◽  
Gachahi Michael Wambugu
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Ministry Of Education ◽  
Knowledge And Skills ◽  
Validated Questionnaires ◽  
National Examinations ◽  
Overall Performance ◽  
Practice Knowledge ◽  
Level Of Significance ◽  
Teachers Professional Development

Students’ overall performance in country wide national examinations in Kenya has recorded below mean achievement as attested by Kenya Certificate of Secondary Education (KCSE) results. The number of students scoring grade D+ and below has consistently remained high compared with those attaining grade C+ and above which is the country’s minimum university entry. Concerns have been raised regarding this trend in students’ achievement. This study examined the performance of the principals’ role in promoting teachers’ professional development and learners’ performance in Kirinyaga and Murang’a counties, Kenya. The study involved a sample of 205 principals and 367 teachers selected from secondary schools in the two counties. Researchers used validated questionnaires and interview schedules to collect data from teachers and principals and analysed data using descriptive and inferential statistics. The hypothesis was tested at p>0.5 level of significance using Pearson Product Moment Correlation. The study established that there was no statistically significant relationship between principals’ role in promoting teachers’ professional development and learners’ performance. The study recommended that principals should ensure that teachers put into practice knowledge and skills learnt during in-service courses so that students benefit from the investment. The Ministry of Education should also take keen interest in how in-service courses are conducted.

scholarly journals E-Book Usage in Teaching Science: The Perspectives of Science Teachers in Secondary Schools in Selangor

2016 ◽  
Vol 18 (1) ◽  
pp. 13-27
Author(s):  
Johan Eddy Luaran ◽  
◽  
Kamarol Baharen Mohd Rom ◽  
Fazyudi Ahmad Nadzri ◽  
Jasmine Jain ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Teaching Science
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