| dc.creator |
Kinyota, Mjege |
|
| dc.date |
2021-04-28T13:12:51Z |
|
| dc.date |
2021-04-28T13:12:51Z |
|
| dc.date |
2020-06-30 |
|
| dc.date.accessioned |
2021-05-07T09:39:39Z |
|
| dc.date.available |
2021-05-07T09:39:39Z |
|
| dc.identifier |
Kinyota, M. (2020). Reinvigorating Inquiry-Based Instruction in Science Classrooms in Tanzanian: Lessons from South Africa and the United States. Journal of Education, Humanities and Sciences, 9(1), 52-71. |
|
| dc.identifier |
http://jehs.bongotech.info/index.php/jehs/article/view/144 |
|
| dc.identifier |
http://hdl.handle.net/20.500.11810/5688 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.11810/5688 |
|
| dc.description |
Inquiry-based instruction (IBI) is widely renowned as one of the best
approaches to teaching school science. Nonetheless, while science teachers in
Tanzania might involve in teaching activities consistent with inquiry, IBI is not
yet recognised as a formal approach to teaching science. Hence, this study
investigated the extent to which IBI is promoted in Tanzanian secondary
science curriculum documents. Additionally, it proposed suggestions on how to
adopt IBI in the context of Tanzania. Using document analysis as a method of
inquiry, six syllabi for secondary school science subjects in Tanzania were
analysed to assess the extent to which they support IBI practice. Further,
curriculum documents for secondary school science from South Africa and the
United States were also analysed. This was done so as to compare between
education systems that have recognised IBI as a formal approach to teaching
science with that of Tanzania. Results indicated that while teaching methods,
goals and objectives of education support the practice of IBI, a few aspects such
as the time allocated and resources suggested for accomplishing investigative
learning activities are the barriers to practising IBI. By reflecting on these
results and lessons learned from the US and South Africa, the study provides
recommendations such as allocating enough time for carrying out scientific
investigations, changing teachers’ beliefs, revision of some learning objectives,
and promoting teacher professional development in case Tanzania wishes to
adopt IBI. |
|
| dc.language |
en |
|
| dc.publisher |
Journal of Education, Humanities and Sciences, |
|
| dc.subject |
classroom inquiry; curriculum documents; inquiry-based instruction; science education; scientific inquiry |
|
| dc.title |
Reinvigorating Inquiry-Based Instruction in Science Classrooms in Tanzanian: Lessons from South Africa and the United States |
|
| dc.type |
Journal Article |
|