Investigation of science teachers’ competencies in supporting student learning in laboratory-based teaching in Ilala and Temeke districts (Tanzania): the case of chemistry subject in selected Dar es Salaam secondary schools
| dc.contributor.author | Kambanga, Flora | |
| dc.date.accessioned | 2016-05-28T17:27:47Z | |
| dc.date.accessioned | 2020-01-08T09:12:50Z | |
| dc.date.available | 2016-05-28T17:27:47Z | |
| dc.date.available | 2020-01-08T09:12:50Z | |
| dc.date.issued | 2010 | |
| dc.description | Available in print form | en_US |
| dc.description.abstract | The study investigated Science Teachers’ competencies in supporting student learning in laboratory-based teaching in Tanzanian secondary schools. Three objectives guided the study, namely, to investigate science teachers’ subject matter knowledge and pedagogical content knowledge, to examine science teachers’ skills in planning effective chemistry practical lessons, to examine science teachers’ knowledge of assessment of student learning in chemistry practical lessons.The study was conducted in Dar es salaam region,in Ilala and Temeke Municipals. Two schools were investigated, namely Benjamin Mkapa High School and St. Anthony Secondary School. A case study approach was used in this study. Respondents were science teachers and students majoring in chemistry. The sample comprised of 114 respondents, 14 teachers and 100 students. Data collection was through questionnaires, semi structured interview, classroom observations, focus group discussion and documentary review. The data were analyzed, both, qualitatively and quantitatively. Findings from the study revealed that teachers were not competent to do chemistry practical, since they did not get adequate pre-service training in the area of knowledge and skills on laboratory-based lessons. The study revealed that only a small number of teachers attended in-service training related to laboratory teaching. The study concluded that teacher competencies in laboratory-based lessons were essential in improving student learning in the laboratory, so equipping science teachers with necessary knowledge and skills is essential. Recommendations for immediate attention were: There should be monitoring of practical lessons, through inspectorate and follow up support. Also, science teachers should be given in-service training in the area of practical work assessment for effective student learning. | en_US |
| dc.identifier.citation | Kambanga, F (2010) Investigation of science teachers’ competencies in supporting student learning in laboratory-based teaching in Ilala and Temeke districts (Tanzania): the case of chemistry subject in selected Dar es Salaam secondary schools. Master Dissertation, University of Dar es Salaam. Available at http://41.86.178.3/internetserver3.1.2/detail.aspx? | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/3861 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Study and teaching-Science | en_US |
| dc.subject | Teachers knowledge | en_US |
| dc.subject | Chemistry teaching secondary school | en_US |
| dc.subject | Ilala and Temeke | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Investigation of science teachers’ competencies in supporting student learning in laboratory-based teaching in Ilala and Temeke districts (Tanzania): the case of chemistry subject in selected Dar es Salaam secondary schools | en_US |
| dc.type | Thesis | en_US |