Besha, Moses Paul2022-05-122022-05-121977Besha, M. P. (1977) Problems of science teaching in primary schools in TanzaniaMasters dissertation, University of Dar es Salaam, Dar es Salaam.http://41.86.172.12:8090/xmlui/handle/123456789/16598Available in print form, Eat Africana Collection, Dr. Wilbert Chagula Library,(THS EAF LB1585.5.T3B45)This study investigated problems encountered in teaching science in primary schools in Tanzania, being a case study Arumeru district. In particular the study investigated the following aspects of science teaching all of which are considered important in teaching the subject: the teachers’ understanding of the primary science syllabus i.e its objectives, content ect; and whether the time allocated for science teaching is sufficient to cover the syllabus adequately. Also whether evaluation of both the programme and pupil achievement is done and whether teachers find the syllabus easy or difficult to teach. Other aspects included problems, if any, experienced in teaching science in Swahili. Also the availability of facilities, equipment, apparatus, books and other reading materials in science. The study also investigated the teachers’ science background, whether teachers receive in-service courses and seminars on science teaching. Three methods were used to collect information. These were a questionnaire – the main instrument used, interview with teachers and district education officials and thirdly observation schedule. The questionnaire covered most of the aspect investigated, while interviews were meant together information on aspects not covered in the questionnaire and some data n the teachers. Observations were made of the equipment and apparatus available in the schools and of actual teaching sessions. The findings showed that primary science is still plagued with several problems. Most teachers did not understand the primary science syllabus. Teachers often devote little time to science teaching because of a heavy teaching load per week in many subjects. In addition where as evaluation of pupils’ achievement appeared to be done frequently by teachers, evaluation of the science syllabus itself had not been done since it was introduced back in 1973.Many teachers appeared to find the science syllabus difficult to teach; in particular the use of Swahili as the medium of instruction appeared to pose problems in teaching primary science. The chemistry and physics sections of the syllabus seemed to be ones teachers felt most difficult to teach. There were very scarce facilities, equipment and apparatus in the schools. Most teachers in the study reported that none or less than quarter of the required equipment and apparatus were available in their schools. In addition, however, teachers did not make use of resources available in their areas. Thus for example, few teachers made their own teaching materials and few appeared to borrow equipment and apparatus from other institution having them. Furthermore, equipment and apparatus found in the schools were often underutilized if not completely unused. Similarly there appeared to be very few text books and other reading materials for both teachers and pupils. The shortage of equipment, apparatus books andenScienceStudy and teaching (Primary)TanzaniaArumeru districtThesis