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Periodical article | Leiden University catalogue | WorldCat |
Title: | Continuity and progression in science curricula from the primary school to the secondary school in Masvingo District in Zimbabwe |
Authors: | Moyo, P.V. Nyikahadzoyi, M.R. |
Year: | 2006 |
Periodical: | Zimbabwe Journal of Educational Research (ISSN 1013-3445) |
Volume: | 18 |
Issue: | 3 |
Period: | December |
Pages: | 409-419 |
Language: | English |
Notes: | biblio. refs. |
Geographic terms: | Zimbabwe Southern Africa |
Subjects: | curriculum science education primary education secondary education education Science--Study and teaching Education--Curricula |
Abstract: | The authors attempt to find out if there is a meaningful relationship between the primary and secondary school science curricula in Masvingo District in Zimbabwe. They compare the national science syllabuses of both primary and secondary school levels and present the opinions of both primary and secondary school science teachers in the district on what they consider to be important science process skills (SPS). The findings reveal that the primary and secondary science syllabuses have a lot in common; the primary and secondary school science teachers are in general agreement on important SPS; there are a number of differences in the way science is taught, learnt and assessed at the two educational levels; and there is no formal liaison between the primary and the secondary school science teachers. This suggests that there is a need for more use of SPS at primary school level and a lot more liaison between the primary and secondary school science teachers in order to improve continuity in primary and secondary school science curricula. Bibliogr., sum. [Journal abstract, edited] |