Inquiry-Based Science Education: A Scenario on Zambia's High School Science Curriculum

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...

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Bibliographic Details
Published inScience Education International Vol. 23; no. 4; pp. 307 - 327
Main Authors Chabalengula, Vivien M, Mumba, Frackson
Format Journal Article
LanguageEnglish
Published International Council of Associations for Science Education 01.12.2012
Subjects
Course Descriptions
Foreign Countries
High Schools
Inquiry
Science Curriculum
Science Instruction
Science Teachers
Secondary School Science
Teacher Competencies
Teacher Education Programs
Teaching Methods
Textbooks
Zambia
Zambia
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Summary: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. (Contains 9 tables.)
ISSN:2077-2327