Mosenodi - Volume 7, Issue 1, 1999
Volume 7, Issue 1, 1999
Trainee Science Teachers' Views Towards Ethnoscience and Science Education in Botswana and Papua New GuineaAuthor Barend VlaardingerbroekSource: Mosenodi 7, pp 3 –20 (1999)More Less
This paper presents data arising from a study of Botswana trainee secondary science teachers' perceptions of traditional ethno-scientific constructs and their attitudes towards a role for ethnoscience in fonnal science education, with reference to similar studies earlier carried out in Papua New Guinea. It wasfound that students generally exhibited a low level of adherence to 'physical' ethnoscientific models, but that beliefs in paranomzal phenomena such as sorcery/witchcraft and evil spirits were common, as they were in Papua New Guinea. Significant differences arose for these between students who categorised themselves as Christian and those who did not. Attitudes cowards a place for ethnoscience in science education were generally markedly negative compared with those of Papua New Guinea trainee science teachers, especially among women, although students who expressed a comparatively high level of adherence to the 'physical' ethnoscientific paradigms presented were more likely to be supportive of this inclusion.
Author Dumma c. MapoleloSource: Mosenodi 7, pp 21 –32 (1999)More Less
Teachers' belief"" about the nature of mathematics and its teaching have been known to influence their instructional practices. Transforming teachers' belief requires knowledge of current beliefs. Research on teachers' beliefs about mathematics has been summarised in this paper in four main areas; (a) teachers I beliefs about mathematics, ( b) beliefs about mathematics teaching, ( c) beliefs- in-practice and (d) future research on teachers' beliefs.
Source: Mosenodi 7, pp 33 –43 (1999)More Less
The study conducted in 1997-98, aimed at evaluating the status of PE as a time-tabled subject in Botswana schools. The sample of 100 schools included private and government primary schools and also urban and rural schools. The specific variables focused upon included: availability and adequacy of a curriculum; teaching methods: teacher education preparation, available of qualified teachers, availability of facilities and equipment and availability of supporting policy. Questionnaires, interviews and observation were the main tools used to gather data. The data collected were analysed separately for government schools and private schools. It was found that physical education was time-tabled in 95 percent of the sampled schools. Where PE lessons were taught in Government schools it was more in the form of supervised play compared to private schools where it was taught like any other subject. Available facilities in the government schools are grossly inadequate and are only for soccer, athletics and netball unlike in private school, where faculties are available for a variety of sports. In the private schools, school approved curriculums were used whereas in the government schools each teacher taught whatever they wanted. The situation has implications for some aspects of Botswana's national development particularly, children's recreation, physical fitness, health, and elite and international sports.
Author Antony G. HopkinSource: Mosenodi 7, pp 45 –56 (1999)More Less
The focus of this paper is collaboration in teacher education in East and southern Africa, with particular emphasis on the latter. A preliminary review suggests that the region has a history of collaboration, especially in education, much of it derived from the colonial experience. The potential benefits of individuals, institutions and governments working together in teacher education are identified. Consideration is then given to specific areas of teacher education that would benefit from approaches based on joint strategies and partnerships. Recommendations are made for establishing a regional organization aimed at furthering regional collaboration in teacher education in tertiary institutions.