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Inquiry-based science education: A scenario on Zambia's high school science curriculum.

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Title: Inquiry-based science education: A scenario on Zambia's high school science curriculum.
Authors: Chabalengula, Vivien M.1 mweene@siu.edu, Mumba, Frackson1
Source: Science Education International. Dec2012, Vol. 23 Issue 4, p307-327. 21p. 9 Charts.
Subject Terms: *Science education, *Science teachers, *High schools, *Curriculum
Geographic Terms: Zambia
Abstract: This paper is aimed at elucidating the current state of inquiry-based science education (IBSE) in Zambia's high school science curriculum. Therefore, we investigated Zambian teachers' conceptions of inquiry; determined inquiry levels in the national high school science curriculum materials, which include syllabi, textbooks and practical exams; and determined the extent to which inquiry tasks and skills are emphasized in the science curriculum materials. Based on the results, we have proposed ways in which IBSE in Zambia can be improved, particularly in teacher preparation curriculum, assessment and pedagogy. The major results emerging from this study were that teachers' have a narrow conception of inquiry; there is a discrepancy in the coverage of inquiry levels in syllabi, textbooks and practical exams; and there is much emphasis on lower inquiry tasks and skills in textbooks and exams. These findings laid a basis for our proposed plan for improved inquiry-based science education in Zambia, as discussed herein. It is anticipated the proposed plan on IBSE will prove useful to Zambian science teachers, teacher educators, professional development providers and curriculum developers in resituating Zambian's science curriculum to be in line with current IBSE models. [ABSTRACT FROM AUTHOR]
Copyright of Science Education International is the property of Science Education International and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: This paper is aimed at elucidating the current state of inquiry-based science education (IBSE) in Zambia's high school science curriculum. Therefore, we investigated Zambian teachers' conceptions of inquiry; determined inquiry levels in the national high school science curriculum materials, which include syllabi, textbooks and practical exams; and determined the extent to which inquiry tasks and skills are emphasized in the science curriculum materials. Based on the results, we have proposed ways in which IBSE in Zambia can be improved, particularly in teacher preparation curriculum, assessment and pedagogy. The major results emerging from this study were that teachers' have a narrow conception of inquiry; there is a discrepancy in the coverage of inquiry levels in syllabi, textbooks and practical exams; and there is much emphasis on lower inquiry tasks and skills in textbooks and exams. These findings laid a basis for our proposed plan for improved inquiry-based science education in Zambia, as discussed herein. It is anticipated the proposed plan on IBSE will prove useful to Zambian science teachers, teacher educators, professional development providers and curriculum developers in resituating Zambian's science curriculum to be in line with current IBSE models. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Science Education International is the property of Science Education International and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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