The impact of Mastep on the use of practical work in Namibian science classes
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Date
2006
Journal Title
Journal ISSN
Volume Title
Publisher
University of Namibia and University of York
Abstract
This article presents an investigation into the changes in the
Teaching practices of practical work in senior science classes in
Namibia. The teachers in this study are involved in training
Programme, the Mathematics and Science Teacher Extension
Programme (MASTEP). Pre- and post-intervention data were
Collected from eight Biology teachers and four Physical Science
teachers Lesson plans, worksheets and other documentation were
Used to characterise practical activities using m1 established
Taxonomy classroom interactions were audio-taped and
Transcribed verbatim the findings i11dicate an increased focus on
Practical activities aimed more at qualitative rather than
Quantitative understanding of science concepts. In addition, the
Post-MASTEP teachers favoured small group work and
demonstrations. The changes in teaching practices arc attributed
To the improved PCK that has enabled teachers to align their
Practice with the assessment system
Description
Keywords
Mathematics and Science Teacher Extension Programme, Impact of mastep, Practical work, Namibian science, Senior science classes
Citation
Kandjeo-Marenga, H. U. 2006. The Impact of Mastep on The Use of Practical Work in Namibian Science Classes. Zimbabwe Journal of Educational Research 18(1):123-126.