Improvisation as a Strategy for Providing Science Teaching Resources: An Experience from Kenya

Autor/inn/en	Ndirangu, M.; Kathuri, N. J.; Mungai, C.
Titel	Improvisation as a Strategy for Providing Science Teaching Resources: An Experience from Kenya
Quelle	In: International Journal of Educational Development, 23 (2003) 1, S.75-84 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/S0738-0593(01)00054-2
Schlagwörter	Teacher Salaries; Poverty; Program Effectiveness; Foreign Countries; Science Instruction; Teaching Methods; Instructional Materials; Resource Allocation; Science Achievement; Parent Role; Low Achievement; Educational Strategies; Costs; Secondary Education; Kenya + Suchen Sie Ihr Suchwort? Lehrerbesoldung; Lehrervergütung; Armut; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Ressourcenallokation; Parental role; Elternrolle; Unterdurchschnittliche Leistung; Lehrstrategie; Cost; Kosten; Sekundarbereich; Kenia
Abstract	In Kenya, performance in science subjects has often been dismal. This poor performance is partly blamed on the increasing school enrolment, without a corresponding increase in teaching resources. The introduction of cost sharing in secondary schools has limited the government's role to paying teachers' salaries only. Capital development and purchase of teaching materials has been left to parents. Parents have been unable to carry out this role effectively because of increasing poverty levels in the country. The focus of this study was on how improvised science teaching aids provided through the teaching practice have influenced science teaching in schools. Evidence in this study has shown that schools, which hitherto have been unable to afford expensive gadgetry like ripple tanks, have done so through the teaching practice (TP) projects. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10