Teaching methods in Science Education in Finland and Namibia

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dc.contributor.authorKatukula, Kelvin Mubiana
dc.date.accessioned2022-08-09T14:20:16Z
dc.date.available2022-08-09T14:20:16Z
dc.date.issued2018
dc.descriptionA thesis submitted in partial fulfilment of the Master’s Degree in Primary Educationen_US
dc.description.abstractThis study compares the teaching methods in science education in Finland and Namibia to understand the preferred teaching methods in both educational systems and the reasons underlying these preferences. It focuses on the preferred teaching methods of selected middle school science teachers of Biology/Life science, Geography, and Physical science (Chemistry and Physics). The study employs a case-based cross-national comparative approach, which investigates the nature of pedagogical practices as a set of human actions that are intentionally organised towards the transmission of a socially legitimated culture. Four schools were selected where three schools were in Namibia and one school in Finland. From the selected schools, eight middle school science teachers from each country were interviewed. The study takes a broader view of the classification of the teaching methods, which are grouped into six categories. These categories include experimental, small-group working, resource-based learning, creative problem solving, out of school informal learning and teacher-led large groups teaching methods. The main findings of this study are that Finnish science teachers tend to apply the use of experimental teaching methods more while Namibian science teachers tend to apply the use of small group working methods more. Because the experimentation methods require laboratory equipment, the differences in approach in the Namibian context are due to limited resources. In Finland on the other hand, the popularity of the experimental teaching methods can be explained mainly in reference to the availability of science teaching resources. In the Namibian context, the reliance primarily on the small working methods deprives learners of the opportunity to acquire some scientific skills that come with experimental activities. In light of these implications, science teaching in Namibia requires the government to invest more resources in middle schools that would enable teachers to use a variety of teaching methods. Finnish Middle school science teachers, on the other hand, must include teaching methods that involve more learner interaction and participation like small-group working.en_US
dc.description.urihttps://erepo.uef.fi/bitstream/handle/123456789/20721/urn_nbn_fi_uef-20181259.pdf?sequence=1&isAllowed=y
dc.identifier.urihttp://hdl.handle.net/11070/3248
dc.identifier.urihttps://erepo.uef.fi/bitstream/123456789/20721/urn_nbn_fi_uef-20181259.pdf?sequence=1&isAllowed=y
dc.language.isoenen_US
dc.publisherUniversity of Eastern Finlanden_US
dc.subjectTeaching approachesen_US
dc.subjectScience educationen_US
dc.subjectTeaching methodsen_US
dc.subjectTeaching scienceen_US
dc.titleTeaching methods in Science Education in Finland and Namibiaen_US
dc.typeThesisen_US
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