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ERIC Number: EJ977674
Record Type: Journal
Publication Date: 2012-Jan
Pages: 4
Abstractor: ERIC
Reference Count: 1
ISSN: ISSN-0269-2465
Teaching Primary Science with Almost Nothing
Kelly, Lois; Schofield, Kathy
Primary Science, n121 p9-12 Jan 2012
In the summer of 2010 the authors spent two weeks helping teachers in a primary school near Kampala to develop their science curriculum. In common with many primary schools in Uganda science was taught as "facts to be learnt." This was partly because the teachers had had little or no first-hand experience of practical science or science enquiry during their own education. As a result they taught science as they had been taught, through chalk and talk. In addition to the teachers' lack of experience, the school was very poorly resourced. There was no electricity, no running water and very few books or practical resources in the school. Concern that limited resources and outmoded teaching methods limit children's science learning in many Ugandan primary schools is not new (Norman and Singh, 2007). This is exacerbated by limited opportunities for continuing professional development for many primary teachers. In this article, the authors share how they helped teachers in Uganda primary school develop scientific thinking with very limited resources. (Contains 4 figures and 2 online resources.)
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Uganda