Depicting Science Teachers' Concerns Regarding the Tanzanian Inquiry-Based Science Curriculum

Autor/inn/en	Makwinya, Noel M.; McKinnon, David H.; Lummis, Geoffrey W.
Titel	Depicting Science Teachers' Concerns Regarding the Tanzanian Inquiry-Based Science Curriculum
Quelle	In: International Journal of Science Education, 44 (2022) 12, S.1978-1993 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Makwinya, Noel M.) ORCID (McKinnon, David H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2107724
Schlagwörter	Science Teachers; Science Instruction; Case Studies; Teacher Attitudes; Teaching Methods; Inquiry; Active Learning; Context Effect; Foreign Countries; Curriculum Implementation; Teacher Characteristics; Educational Policy; Secondary School Teachers; Institutional Characteristics; Exit Examinations; Science Tests; Constructivism (Learning); Pedagogical Content Knowledge; Barriers; High Achievement; Low Achievement; Educational Facilities; Tanzania + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Case study; Fallstudie; Case Study; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Ausland; Politics of education; Bildungspolitik; Final examination; Abschlussprüfung; Pädagogische Kompetenz; Unterdurchschnittliche Leistung; Bildungsstätte; Tansania
Abstract	Secondary school teachers in Tanzania have been attempting to implement the inquiry-based science curriculum since 2005. This study is descriptive and was designed within the realms of a Type IV case-study design (Yin, R. K. 2014. "Case study research: Design and methods" 5th ed. SAGE) to investigate their concerns in dealing with this curriculum. It employed the Concern-Based Adoption Model (CBAM) as its lens and collected data using the Stage of Concern (SoC) questionnaire. In addition, the study used background information of the participants themselves and their context collected using one-on-one interviews to enrich the interpretation of revealed concerns. The findings revealed variations in the nature and intensities of concerns amongst science teachers in the case-study schools. These variations were partly due to the differences in contextual and background characteristics of staff of the three case-study schools. The implications of these findings for both policy and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01