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ERIC Number: EJ1001626
Record Type: Journal
Publication Date: 2012-Dec
Pages: 21
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-2077-2327
Inquiry-Based Science Education: A Scenario on Zambia's High School Science Curriculum
Chabalengula, Vivien M.; Mumba, Frackson
Science Education International, v23 n4 p307-327 Dec 2012
This paper is aimed at elucidating the current state of inquiry-based science education (IBSE) in Zambia's high school science curriculum. Therefore, we investigated Zambian teachers' conceptions of inquiry; determined inquiry levels in the national high school science curriculum materials, which include syllabi, textbooks and practical exams; and determined the extent to which inquiry tasks and skills are emphasized in the science curriculum materials. Based on the results, we have proposed ways in which IBSE in Zambia can be improved, particularly in teacher preparation curriculum, assessment and pedagogy. The major results emerging from this study were that teachers' have a narrow conception of inquiry; there is a discrepancy in the coverage of inquiry levels in syllabi, textbooks and practical exams; and there is much emphasis on lower inquiry tasks and skills in textbooks and exams. These findings laid a basis for our proposed plan for improved inquiry-based science education in Zambia, as discussed herein. It is anticipated the proposed plan on IBSE will prove useful to Zambian science teachers, teacher educators, professional development providers and curriculum developers in resituating Zambian's science curriculum to be in line with current IBSE models. (Contains 9 tables.)
International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Zambia