Good in theory? Practical activity in secondary science

Ethiopia’s new Education and Training Policy and Sector Strategy advocates that science should be taught emphasising a problem-solving, practical approach. But how often does this actually happen in the classroom? Is policy being put into practice?

A study by the University of Leeds, UK, examines the present Ethiopian secondary physical sciences curriculum and how it has been translated into action in secondary schools and teacher-training colleges. The research focuses on the provision of practical work that promotes active learner participation such as ‘hands-on’ activities and teacher demonstrations.

According to Ethiopian curriculum guides, secondary science students should acquire practical skills in the application of knowledge. Objectives for physical science students include the ability to handle scientific equipment carefully, set up apparatus for experiments and use experimental methods in everyday life. However, the study finds little match between these objectives and the reality of textbooks, examination papers, teacher-training colleges and classrooms.

Other key findings from the study include:

• Science textbooks contain a variety of practical activities, however the majority of these are teacher demonstrations and do not allow students to make decisions or to interpret their findings.
• 95 per cent of the examination paper questions analysed require simple recall of information and there is no practical paper.
• Of the 80 lessons observed in four sample schools only one practical activity was observed and this was a teacher demonstration. The major form of interaction within the classroom was for the teacher to lecture and the students to listen silently.
• Although trainee teachers are exposed to laboratory work in some of their academic lessons there was no practical activity in the methodology lessons observed and trainees are not taught how to plan and carry out a wide range of practical work.
• Some schools and most of the teacher colleges have sufficient resources to provide practical activity, yet teachers were not observed attempting to conduct practical work.

Despite policy statements promoting active approaches to learning, implementation and assessment of practical activity is uncommon. This situation is not unique to Ethiopia as studies in many African countries have reached similar conclusions.

Policy recommendations to increase the level of practical activity include:

• modifying current examination procedures and placing greater emphasis on testing practical science capability. Teachers are more likely to allocate time to practical activity if it is adequately examined.
• ensuring definitions, goals and guidelines are consistent and clear in all associated curriculum materials such as textbooks and examination procedures
• developing the secondary science curriculum, with significant input from experienced teachers, teacher-trainers and examiners, to introduce more practical work and reducing theoretical content if necessary
• adapting teacher education programmes and reviewing staff specialisms to ensure trainees are able to incorporate active approaches to learning into their classrooms
• encouraging close liaison between educational institutions and creating a professional association that promotes communication between stakeholders including examination and curriculum development units and the Ministry.

Source(s):
‘Practical activity in Ethiopian secondary physical sciences: implications for policy and practice of the match between the intended and implemented curriculum’, by S. Bekalo and G. Welford, Research Papers in Education, 15, (2), p. 185-212, 2000 Full document.
Related sources: ‘Secondary pre-service teacher education in Ethiopia: its impact on teachers' competence and confidence to teach practical work in science’, by S. A. Bekalo and A. G. Welford, International Journal of Science Education, Vol. 21, No. 12, 1999

Funded by: Africa Educational Trust + The Hugh Pilkington Charitable Trust (UK)

id21 Research Highlight: 11 October 2002

Further Information:
Samuel Bekalo
Research Fellow in developmental / science / environmental science
education
Centre for Studies in Science and Mathematics Education
School of Education
University of Leeds
Leeds
LS2 9JT
UK

Tel: +44 (0) 113 343 4607
Fax: + 44 (0) 113 343 4541
Contact the contributor: s.a.bekalo@education.leeds.ac.uk

CSSME, University of Leeds, UK

Other related links:
'Future scientists? Innovations in teaching science'