Teaching Og Chemistry

Topics: Energy, Chemistry, Oxygen Pages: 22 (3317 words) Published: March 30, 2013



This syllabus is prepared with a view to address new trends in integrated science teaching and science teacher education. Science has gained world-wide acceptance as a course of study for various reasons such as the concern for social relevance and environmental issues. The teacher is seen, as the key to the success of the Educational Reform in Zambia and the effective implementation of the science curriculum will thus depend on the commitment, competence and resourcefulness of teachers graduating from training colleges. This training programme is designed to prepare teachers capable of maximum use of the most effective methods with respect to the syllabus, teaching techniques and teaching aids. The materials and equipment used should contribute greatly to meeting the objectives of the science curriculum and improvement of the quality of Science Education. They aid, among others: ▪ The effective teaching and learning process and develop the intellectual ability and skills of students; ▪ The acquisition of knowledge and its intelligent application to life situation; ▪ The development of the student’s mind in areas which belong to the affective domain (awareness, attitudes and values); ▪ Group effort in the learning activities of students.

Hence, the following syllabus guides in respect of Goals, Aims, Objectives, Content, Methods and Facilities to make Teacher training effective in Zambia.



The fundamental purpose of the College’s Training Programme is to produce effective teachers for Basic Schools and to this end the Science Course Aims at developing in the Teacher Trainees, the following: ▪ Flexible thinking and positive attitudes towards Science and Technology; ▪ Initiative and resourcefulness;

▪ Capability to improvise science apparatus or equipment; ▪ Competence and care in the use of science facilities;
▪ Practical skills needed for scientific and technological development, ▪ Skills in planning and implementing programmes;
▪ Adequate understanding of the approach and content of the science diploma syllabus; ▪ Familiarity with appropriate methods of teaching and learning science; ▪ Mastery of techniques of carrying out science activities; ▪ Awareness of a variety of sources of information for science teaching and learning.


▪ CONTACT PERIODS: Four (4) per week per subject of one (1) hour each. ▪ PRACTICALS: Three (3) hours of practical work per subject (i.e. Biology, Chemistry and Physics) every fortnight (2 weeks). ▪ ASSESSMENT

Assessment of students in the Secondary Teachers’ Diploma will principally be of two types: 1. Formative (continuous) assessment
2. Summative assessment
a) Continuous Assessment: (Weighting 60%). This will include: (I) Three major assignments of about 4000 words.
(ii) Minor assignments in various forms such as practical, end – of – term tests, Teaching practice, promotion examinations at the end of the 1styear, Equipment, Construction, etc. (b) Final Examination at the end of the second year (weighting 40%).



– What is Science?
- Aims of Teaching Science.
- Role and functions of a Science Teacher
1. - Skills in the Scientific method
- Observation
- Collecting results, setting and classification
- Interpretation and conclusion
2. Scientific process
- Scientific products
• Definition of OBE
• A brief history of OBE
• Outcomes-based teaching and learning programme
• Instructional design in outcomes-Based Education
• Teaching and learning activities
• Strategies in Teaching
• Approaches in Teaching
• Teaching techniques
Planning to teach
Schemes of work
Lesson planning...
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