Changing School Science in Senegal

Autor/in	Peacock, Alan
Titel	Changing School Science in Senegal
Quelle	In: Primary Science Review, (2003) 77, S.20-21 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0269-2465
Schlagwörter	Teaching Styles; Group Activities; Physical Sciences; Foreign Countries; French; Democracy; Biological Sciences; Science Instruction; Science Curriculum; Science Education; Information Technology; Internet; Earth Science; Teachers; Blacks; Distance Education; Africa; Senegal + Suchen Sie Ihr Suchwort? Lehrstil; Unterrichtsstil; Gruppenaktivität; Natural sciences; Naturwissenschaften; Naturwissenschaft; Ausland; Französisch; Demokratie; Abwasserbiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Informationstechnologie; Earth sciences; Geowissenschaften; Lehrer; Lehrerin; Lehrende; Black person; Schwarzer; Distance study; Distance learning; Fernunterricht; Afrika
Abstract	The Republic of Senegal, formerly a French colony, is the westernmost country in Africa. It is a three-party democracy, with 92% of the population being Muslim. The structure of education is still closely modelled on the French system of "Elementaire" (Basic) from 7 to 13, "Moyen" (Middle) from 13 to 16 and "Secondaire" (Upper Secondary) from 17 to 19, culminating in the BAC. Science still has many elements of the French curriculum, being divided into Earth/life sciences and physical sciences. On the ground, however, anyone who has spent time in other African schools will recognise in Senegal the same established teaching styles of dull recitation and minimal practical or group activity, in large classes with no resources. Taking this at face value, however, and concluding that nothing changes, would be a mistake: The author observed one huge shift in thinking and practice compared to the situation of a few years ago. That shift has come about through teachers having access to ICT and Internet links. Overcoming the widespread isolation of African teachers, especially in primary schools, is the essential first step to change, and the emergence of ICT networks in regional and rural centres is having an impact. (Contains 4 online resources.) (ERIC).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10