Inquiry-Based Science Teaching in Community Secondary Schools in Tanzania: Role Played by the Language of Instruction

Autor/inn/en	Mkimbili, Selina Thomas; Ødegaard, Marianne
Titel	Inquiry-Based Science Teaching in Community Secondary Schools in Tanzania: Role Played by the Language of Instruction
Quelle	In: Cultural Studies of Science Education, 15 (2020) 4, S.1121-1142 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-020-09973-9
Schlagwörter	Inquiry; Active Learning; Science Instruction; Community Schools; Secondary Schools; Secondary School Students; Science Education; Language of Instruction; English (Second Language); Critical Thinking; Barriers; Knowledge Base for Teaching; Scientific Principles; Foreign Countries; Tanzania + Suchen Sie Ihr Suchwort? Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Community school; ; Gemeindeschule; Gemeinschaftsschule; Sekundarschule; Sekundarschüler; Naturwissenschaftliche Bildung; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Kritisches Denken; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Tansania
Abstract	Developing learners' critical thinking skills through inquiry-based teaching has been an important aspect of science education. This is an exploratory study aimed at investigating the practice of inquiry-based teaching in schools that use a foreign language (English) in teaching science content. To address the issue, we conducted video observations of six teachers from four community secondary schools in Iringa municipality, Tanzania, for approximately 16 h. These six teachers and 18 students were interviewed after reviewing the clips. In our video study, we noted three major barriers to students' development of critical thinking skills--teachers' knowledge and beliefs regarding the nature of scientific knowledge, a classroom culture that does not support students' development of critical thinking skills and the use of the language of instruction that is not well mastered by both teachers and students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01