The Role Played by Contextual Challenges in Practising Inquiry-based Science Teaching in Tanzania Secondary Schools,

Simple item page
dc.contributor.authorMkimbili, Tiplic & Ødegaard
dc.date.accessioned2020-03-23T17:24:47Z
dc.date.available2020-03-23T17:24:47Z
dc.date.issued2017-06-19
dc.description.abstractOur study aims to explore the practice of Inquiry-based Science Teaching (IBST) in schools with contextual challenges in Tanzania. The study draws on multiple data sources. Eleven teachers purposively selected were interviewed. Also, out of 11 teachers, seven were observed in their practical sessions. Participants were selected from community secondary schools in Iringa Municipality in Tanzania. We found that IBST is infrequently practised and then mostly at lower levels (conducting activities and drawing conclusions). Our findings indicate that the main contextual challenges for the practice of IBST include the restrictions by the practical examinations and inadequate resources. Findings also suggest opportunities for the practice of IBST in schools with contextual challenges, such as the use of locally available materials for generating students’ investigations and specific questioning techniques referring to local science applications. Thus the design of IBST may need to be adapted to the context of the learner. This may enable the effective practice of the higher levels of IBST even in the presence of contextual challenges.en_US
dc.identifier.citationSelina Thomas Mkimbili, Dijana Tiplic & Marianne Ødegaard (2017) The Role Played by Contextual Challenges in Practising Inquiry-based Science Teaching in Tanzania Secondary Schools, African Journal of Research in Mathematics, Science and Technology Education, 21:2, 211-221, DOI: 10.1080/18117295.2017.1333752en_US
dc.identifier.urihttp://hdl.handle.net/20.500.11810/5396
dc.publisherTaylor &Francisen_US
dc.relation.ispartofseries21:2;9
dc.subjectContextual challenges, inquiry-based science teaching, Tanzaniaen_US
dc.titleThe Role Played by Contextual Challenges in Practising Inquiry-based Science Teaching in Tanzania Secondary Schools,en_US
dc.typeJournal Article, Peer Revieweden_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
article 1Capture.JPG
Size:
60.93 KB
Format:
Joint Photographic Experts Group/JPEG File Interchange Format (JFIF)
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Department of Educational Psychology and Curriculum Studies