Browsing by Author "Baharia, Leah"

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    Exploring the teaching of science in kinondoni pre-primary schools
    (University of Dar es Salaam, 2012) Baharia, Leah
    This study investigated the teaching of science in pre-primary schools in Kinondoni Municipal Council in Dar es Salaam region. The study assessed teachers’ pedagogical skills, investigated the appropriateness of pedagogical skills used by teachers, and examined the opportunities and challenges associated with the teaching of science skills in pre-schools. The study was exploratory in nature and employed a qualitative research design. The data were collected through interviews, focus group discussions, direct field and classroom observations and documentary review. Processed data were subjected to content analysis technique. The sample of the study included 12 schools, 12 pre-primary teachers and 100 pre-primary school children who were in their second year of pre-school education. The findings from the study showed that the teachers basically were qualified and they had knowledge on proper pedagogical skills including creation of science corners, picture displays, songs, field trips and formation of groups. However, teaching and learning resources were not adequate as lessons were dominated by teacher-talk and children were not involved in problem solving and critical thinking activities. It was also noted that the pedagogical skills used in teaching science were not appropriate as they failed to build children’s science competencies adequately. The study also revealed a number of challenges associated with the teaching of sciences in pre schools including acute shortage of qualified pre-school teachers in all sampled schools. There were inadequate with only one teacher instead of two teachers teaching both nursery and pre-standard I children. Also there were inadequate T/L materials and its safety, large class sizes of forty children per class, inadequate teachers’ training of all sorts from short term training to long term training, and lack of support from other teachers and parents. The study concluded that teachers need to be highly qualified to be able to teach effectively and develop science skills adequately in pre-primary schools as planned in the new science syllabuses. Also, it was concluded that proper and appropriate use of T/L strategies in teaching science plays a great role in building children’ competencies. Moreover, the availability of T/L materials and other resources are crucial for effective teaching of science in pre-primary schools. This study recommends that the government should supply schools with enough and qualified teachers, and adequate T/L materials. It is also important for the teachers to use interactive teaching methods during the teaching of science lessons. This study further recommends that more training should be conducted to pre-primary school teachers.