Reinvigorating Inquiry-Based Instruction in Science Classrooms in Tanzanian: Lessons from South Africa and the United States

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dc.contributor.authorKinyota, Mjege
dc.date.accessioned2021-04-28T13:12:51Z
dc.date.available2021-04-28T13:12:51Z
dc.date.issued2020-06-30
dc.description.abstractInquiry-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.en_US
dc.identifier.citationKinyota, 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.en_US
dc.identifier.otherhttp://jehs.bongotech.info/index.php/jehs/article/view/144
dc.identifier.urihttp://hdl.handle.net/20.500.11810/5688
dc.language.isoenen_US
dc.publisherJournal of Education, Humanities and Sciences,en_US
dc.subjectclassroom inquiry; curriculum documents; inquiry-based instruction; science education; scientific inquiryen_US
dc.titleReinvigorating Inquiry-Based Instruction in Science Classrooms in Tanzanian: Lessons from South Africa and the United Statesen_US
dc.typeJournal Articleen_US
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