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Analysis of New Zambian High School Physics Syllabus and Practical Examinations for Levels of Inquiry and Inquiry Skills

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Title: Analysis of New Zambian High School Physics Syllabus and Practical Examinations for Levels of Inquiry and Inquiry Skills
Language: English
Authors: Mumba, Frackson, Chabalengula, Vivien Mweene, Wise, Kevin, Hunter, William J. F.
Source: EURASIA Journal of Mathematics, Science & Technology Education. Aug 2007 3(3):213-220.
Availability: EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Peer Reviewed: Y
Page Count: 8
Publication Date: 2007
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
High Schools
Descriptors: Foreign Countries, Inquiry, Course Descriptions, Secondary School Curriculum, Science Instruction, Physics, Active Learning, Curriculum Design, Science Education, Science Teachers, Teaching Methods, Laboratory Experiments, High School Students, Tests, Observation
Geographic Terms: Zambia
ISSN: 1305-8223
Abstract: The purpose of this study was to analyze the new Zambian high school physics syllabus and practical examinations for levels of inquiry and inquiry skills. Several inquiry skills are explicitly emphasized in the introduction, aims, content objectives and assessment sections in the national high school physics syllabus. However, the syllabus is less explicit on levels of inquiry. The syllabus has no suggested inquiry activities and guidelines for inquiry-based teaching. As such, teachers are expected to create inquiry activities for their physics lessons to address the content and inquiry skills outlined in the syllabus. The experiments in the practical examinations were restricted to structured and confirmation/verification inquiry levels. The inquiry skills emphasized in the practical examinations were the same as those outlined in the physics syllabus. Implications for science teaching, learning, and curriculum design have been stated.
Abstractor: As Provided
Number of References: 19
Entry Date: 2016
Access URL: https://www.ejmste.com/v3n3/EJMSTE_v3n3_Mumba_etal.pdf
Accession Number: EJ1101868
Database: ERIC
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  Data: Analysis of New Zambian High School Physics Syllabus and Practical Examinations for Levels of Inquiry and Inquiry Skills
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  Data: <searchLink fieldCode="AR" term="%22Mumba%2C+Frackson%22">Mumba, Frackson</searchLink><br /><searchLink fieldCode="AR" term="%22Chabalengula%2C+Vivien+Mweene%22">Chabalengula, Vivien Mweene</searchLink><br /><searchLink fieldCode="AR" term="%22Wise%2C+Kevin%22">Wise, Kevin</searchLink><br /><searchLink fieldCode="AR" term="%22Hunter%2C+William+J%2E+F%2E%22">Hunter, William J. F.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22EURASIA+Journal+of+Mathematics%2C+Science+%26+Technology+Education%22"><i>EURASIA Journal of Mathematics, Science & Technology Education</i></searchLink>. Aug 2007 3(3):213-220.
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  Data: EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
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  Data: 8
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  Data: <searchLink fieldCode="DE" term="%22Zambia%22">Zambia</searchLink>
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  Data: 1305-8223
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  Data: The purpose of this study was to analyze the new Zambian high school physics syllabus and practical examinations for levels of inquiry and inquiry skills. Several inquiry skills are explicitly emphasized in the introduction, aims, content objectives and assessment sections in the national high school physics syllabus. However, the syllabus is less explicit on levels of inquiry. The syllabus has no suggested inquiry activities and guidelines for inquiry-based teaching. As such, teachers are expected to create inquiry activities for their physics lessons to address the content and inquiry skills outlined in the syllabus. The experiments in the practical examinations were restricted to structured and confirmation/verification inquiry levels. The inquiry skills emphasized in the practical examinations were the same as those outlined in the physics syllabus. Implications for science teaching, learning, and curriculum design have been stated.
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  Data: 2016
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  Data: EJ1101868
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 213
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Course Descriptions
        Type: general
      – SubjectFull: Secondary School Curriculum
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Physics
        Type: general
      – SubjectFull: Active Learning
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      – SubjectFull: Curriculum Design
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      – SubjectFull: Science Education
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      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: Laboratory Experiments
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      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Tests
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      – SubjectFull: Observation
        Type: general
      – SubjectFull: Zambia
        Type: general
    Titles:
      – TitleFull: Analysis of New Zambian High School Physics Syllabus and Practical Examinations for Levels of Inquiry and Inquiry Skills
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            NameFull: Chabalengula, Vivien Mweene
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            NameFull: Wise, Kevin
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