Analysis of New Zambian High School Physics Syllabus and Practical Examinations for Levels of Inquiry and Inquiry Skills

Autor/inn/en	Mumba, Frackson; Chabalengula, Vivien Mweene; Wise, Kevin; Hunter, William J. F.
Titel	Analysis of New Zambian High School Physics Syllabus and Practical Examinations for Levels of Inquiry and Inquiry Skills
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 3 (2007) 3, S.213-220 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Foreign Countries; Inquiry; Course Descriptions; Secondary School Curriculum; Science Instruction; Physics; Active Learning; Curriculum Design; Science Education; Science Teachers; Teaching Methods; Laboratory Experiments; High School Students; Tests; Observation; Zambia + Suchen Sie Ihr Suchwort? Ausland; Kursstrukturplan; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Aktives Lernen; Lehrplangestaltung; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Laboratory work; Laborarbeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Examination; Prüfung; Examen; Beobachtung; Sambia
Abstract	The purpose of this study was to analyze the new Zambian high school physics syllabus and practical examinations for levels of inquiry and inquiry skills. Several inquiry skills are explicitly emphasized in the introduction, aims, content objectives and assessment sections in the national high school physics syllabus. However, the syllabus is less explicit on levels of inquiry. The syllabus has no suggested inquiry activities and guidelines for inquiry-based teaching. As such, teachers are expected to create inquiry activities for their physics lessons to address the content and inquiry skills outlined in the syllabus. The experiments in the practical examinations were restricted to structured and confirmation/verification inquiry levels. The inquiry skills emphasized in the practical examinations were the same as those outlined in the physics syllabus. Implications for science teaching, learning, and curriculum design have been stated. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01