Mr. Kenneth Ndulute

Topics: Scientific method, Self-efficacy, Science Pages: 33 (9430 words) Published: November 4, 2012
TITLE: COMPETENCE BASED CURRICULUM AND THE CAPACITY OF TANZANIA SCIENCE TEACHERS FOR TEACHING SCIENCE PROCESS SKILLS

A case of Morogoro Biology teachers

JAMAL JUMANNE

POSITION: ASSISTANT LECTURER, THE DEPARTMENT OF EDUCATION, SOKOINE UNIVERSITY OF AGRICULTURE (SUA) MOROGORO

TABLE OF CONTENTS

INTRODUCTION3

1.1: Background to the Problem3
1.2. Science Process Skills in the 2005 Competence Based Curriculum (CBC)5 1.3: Problem Statement6
1.4.1: General Objective of the Study7
1.4.2: Specific Objectives of the Study7
1.5: Research Questions & Hypotheses7
1.5.1: Research Questions7
1.5.2: Research Hypotheses8
1.6: Theoretical Framework8
1.7: Significance of the Study10

LITERATURE REVIEW11

2.1.The History of Science Process Skills in the Tanzanian Educational Curriculum11 2.2. Teaching of Science Process Skills in Tanzania12
2.3. Measurements of Science Process Skills13
2.4: Description of Individual Integrated Science Process Skills15 2.4.1: Hypothesis Formulation15
2.4.2: Identifying and Controlling Variables16
2.4.3: Defining Operationally16
2.4.4: Formulation of Models and Graphs16
2.4.5: Interpreting Data17
2.4.6: Experimenting17
2.5. General Importance of Science Process Skills18
2.6. Teacher Beliefs (Self efficacy) in Teaching Science18 2.7. Literature Gap19

RESEARCH METHODOLOGY20

3.1. Research Design20
3.2. Data Collection Methods21
3.3. Data Analysis Plan22

REFERENCES23

INTRODUCTION

1.1: Background to the Problem

During the 1960s and 70s, science curriculum innovations and reforms were characterized by attempts to incorporate more inquiry oriented and investigative activities into science classes (Mungandi, 2005; Dillashaw and Okey, 1980). As a result, science curricula started to emphasize the acquisition of science process skills as one of the major goals of science instruction (Padilla, 1990). The intention was to expose students into the world of science especially the world of research and investigation so that as future scientists, they acquire scientific investigation skills (Padilla, 1990).

In Tanzania for example, the emphasis and the incorporation of science process skills in the education curriculum dates back to 1967 with the announcement of Education for Self Reliance (ESR) policy (Osaki, 2007). The policy according to Ishumi & Nyirenda (2004) placed much emphasis on merging theory and practice, critical thinking and experimentation. As a result, in 1968 the school science project (SSP) which was an inquiry and activity based curriculum was adopted from Nuffield science materials (Osaki, 2007). The curriculum and its material covered Physics, Chemistry, and Biology subjects and it placed much emphasis on the need for learners to acquire science process skills such as skills in experimenting. Science process skills have also been articulated in the newly introduced Competence Based Curriculum (CBC) of 2005 as one of the basic competences to be acquired by science learners in secondary schools (URT, 2005).

It has to be noted that, science process skills are activities that scientists execute when they study or investigate a problem, an issue or a question. Chiappetta and Koballa (2002) define science process skills as a set of broadly transferable abilities appropriate to many science disciplines and reflective of the behaviour of scientists. They are hierarchically organized, ranging from the simplest to the more complex higher order ones, called integrated science process skills (Padilla, 1990; Dyer, Myers &Washburn, 2004). Integrated science process skills include skills in formulating hypotheses, identifying and controlling variables, defining operationally, experimenting, and interpreting data (Chiappetta and Koballa, 2002; Hamilton & Swortzel, 2007). Basic...

References: Arena, P. (1996). The role of relevance in the acquisition of science process skills. Australian Science Teachers Journal, 42 (4), 24-38.
Ary, D., Jacobs, L., & Razavieh, A. (1990). Introduction to research in education. Fort Worth: Harcourt Brace College.
Ashton, P., & Webb, R. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35 (5), 28-32.
Ashton, P., Webb, R., & Doda, C. (1983). A study of teachers’ sense of self-efficacy.
Ateş, S. (2004). The effects of inquiry-based instruction on the development of
integrated science process skills in trainee primary School teachers with
Baker, D., & Leary, R. (1995). Letting girls speak out about science. Journal of
Research in Science Teaching, 32(1), 3-27.
Bandura, A. (1977). Self-efficacy: Towards a unifying theory of behavioral change. Journal of Psychological Review, 84 (3), 191-125.
Bazler, J. A., & Simonis, D. A. (1991). Are high school chemistry textbooks gender
fair?
Berliner, D. C. (1984). The half-full glass: A review of research on teaching. In P. L. Hosford(Ed.), Using what we know about teaching (pp. 51-77). Alexandria, VA: Association for Supervision and Curriculum Development.
Biehle, J & West, S. (1999).A guide to school science facilities. Arlington, VA: NSTA Press retrieved from http://www.nsta.org/ on 15th Dec 2009.
Borg, W., & Gall, M. (1989). Educational research: An introduction. New York:
Longman.
Bredderman, T. (1983). Effects of activity based elementary science on student outcomes: A qualitative synthesis. Journal of the Review of Educational Research, 53 (4), 499-518.
Brophy, J., & Evertson, C. (1981). Student characteristics and teaching. New York:
Longman.
Brotheton, P. N., & Preece, P.F.(1995). Science process skills: Their nature and interrelationships. Journal of Research in Science & Technological Education, 13 (1), 5-12.
Burns, J. C., Okey, J. R., & Wise K. C. (1985). Development of an integrated process skills test: TIPS II. Journal of Research in Science Teaching, 22 (2), 169-177.
Bybee, W. R. (1993). Reforming science education: Social perspectives & personal
reflections: New York
Chiappetta, E. L., & Koballa, T. R. (2002). Science instruction in the middle and secondary schools (5th ed.) Upper Saddle River: Merrill Prentice Hall.
Chonjo, P. N., O-saki, K. M., Possi, M., & Mrutu, M. (1995). Science education in secondary schools. Situational analysis. Dar es salaam: Ministry of Education and Culture.
Dietz, M. A., & George, K. D. (1970). A test to measure problem solving skills in science of children in grades one, two and three. Journal of Research in Science Education, 7 (4), 341 – 351.
Dillashaw, F. G., & Okey, J. R. (1980). Test of integrated process skills for secondary science students. Journal of Science Education, 64(5), 601-608.
Downing, J., Filer, J., & Chamberlain, R.(1997). Science process skills and attitudes of
preservice elementary teachers
Dyer, J. E., Myers, B. E., & Washburn, S. G. (2004). Assessing agriculture teachers’ capacity for teaching science integrated process skills. Journal of Southern Agricultural Education Research, 54(1), 74-84.
Dyer, J., & Myers, B. (2006). Effects of investigative laboratory instruction on content knowledge and science process skill achievement across learning styles. Journal of Agricultural Education, 47(4), 52-63.
Furtak, M. (2006). The problem with answers: An exploration of guided scientific inquiry teaching. Journal of Science Education, 90 (3), 453-467.
Gay, L., & Airasian, P. (2000). Educational Research: Competencies for Analysis and Application. Upper Saddle River: Merrill Publishing Company.
Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of
Educational Psychology, 76 (4), 569-582.
Good, T., & Brophy, J. (2000). Looking in classrooms. New York: Longman.
Hackett, G., & Betz, N. (1989). An exploration of the mathematics self-efficacy/ mathematics performance correspondence. Journal for Research in Mathematics Education, 20(2), 261-273.
Hackling, M., & Garnett, P. (1991). Primary and Secondary School Students Attainment of Science Investigation Skills. Journal of Research in Science Education, 21 (1), 161-170.
Harlen, W. (2000). The teaching of science in primary schools. (3rd Ed).London: David Fulton Publishers Ltd.
Hasse, E. (2003).Reform in biology education: Teachers ' implementation of a new biology curriculum. North Carolina: Unpublished dissertation submitted to the Graduate Faculty, North Carolina State University USA.
Hofstein, A., & Lunetta, V. (1982). The role of the laboratory in science teaching: Neglected aspects of research. Journal of Review of Educational Research, 52 (2), 201-217.
Ishumi, A., & Nyirenda, D. (2004). Philosophy of education. An introduction to concepts, principles and practice. Dar es Salaam: DUP Ltd
Jaus, H.H
Kahle,J., Meece, J., & Scantlebury, K .(2000). Urban African-American middle school science students: Does standards-based teaching make a difference?. Journal of Research in Science Teaching, 37 (9), 1019 – 1041.
Kasoko -Oyedeko, G. (2008). Correlate of teachers’ profiles and pupils’ academic achievement. Journal of the Social Sciences, 3(1), 6-11.
Kelly, G.A. (1991). The psychology of personal constructs: A theory of personality.
Koballa,T., & Crawley, F. (1985). The influence of attitude on science teaching and
learning
McMillan, J., & Schumacher, S. (1997). Research in Education: A Conceptual
Introduction
Mechling, K., Bires, N., Kepler, L., Oliver, D., and Smith, B. (1985). A recommended
science competency continuum
Morogoro Municipal Council. (2009). Morogoro municipal council: The profile 2009. Morogoro: Unpublished document
Continue Reading

Please join StudyMode to read the full document

You May Also Find These Documents Helpful

  • Kenneth Research Paper
  • kenneth Essay
  • Mr Essay
  • Essay on Mr Paul
  • Mr Leolo Essay
  • Mrs Essay
  • mrs khathaza Essay
  • Mr Essay

Become a StudyMode Member

Sign Up - It's Free