Improving Learning of Practical Physics in Sub-Saharan Africa--System Issues

Autor/inn/en	Babalola, Femi E.; Ojobola, Folasade B.
Titel	Improving Learning of Practical Physics in Sub-Saharan Africa--System Issues
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 22 (2022) 2, S.278-300 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Babalola, Femi E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1007/s42330-022-00212-7
Schlagwörter	Physics; Science Instruction; Cross Cultural Studies; Teaching Methods; Secondary School Teachers; Barriers; Educational Improvement; Student Attitudes; Secondary School Students; Administrator Attitudes; Developing Nations; Visual Aids; Educational Change; Cultural Influences; Foreign Countries; Africa + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Cultural comparison; Kulturvergleich; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching improvement; Unterrichtsentwicklung; Schülerverhalten; Sekundarschüler; Developing country; Developing countries; Entwicklungsland; Anschauungsmaterial; Bildungsreform; Cultural influence; Kultureinfluss; Ausland; Afrika
Abstract	This study presents the views of stakeholders in Sub-Saharan Africa SSA on the present status of practical physics teaching in the secondary schools of the region and the obstacles to improvement. Their views have been analysed to establish critical factors that govern practice and have guided the formulation of a system description of the influences on the learning of practical physics. This study puts systemic understanding in the foreground and argues that such insights are critical to future reforms. Data were collected from four countries in SSA. Qualitative data were gathered from student focus groups and semi-structured interviews with school staff, ministry officials and educationalists. Illustrative quotes are reported extensively in the paper. The comments were transcribed and coded to identify common themes and factors. Quantitative surveys were carried out with students and physics teachers. The range of data acquisition is crucial in offering conclusions and suggestions that are of broader SSA relevance. The study confirms the expected wide gap between practices in the countries studied and economically developed countries. This gap is attributable to lack of material resource, limited teacher skills and staff development, ambivalent attitudes to practical work, prioritisation of 'theory', lack of interest in inquiry, neglect of relevant assessment and absence of relevant employment. An influence diagram was generated showing the strong connections between these and wider social and cultural factors. The study shows that effective reform requires a broad and politically attractive change. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01