Representation of Nature of Science Aspects in Secondary School Physics Curricula in East African Community Countries
Abstract
For several decades, nature of Science (NOS) has been advocated as the fourth dimension of science teaching and is a fundamental source of in-depth learning and teaching. In addition to improving learning and teaching of science, the explicit inclusion of NOS in science curricula helps the creation of a responsible citizenry. Here, we analyze the representation of NOS aspects in science curricula, particularly in the physics syllabi in four East African Community (EAC) countries: Burundi, Rwanda, Tanzania, and Uganda. These EAC countries have been purposively selected because of sharing similar culture and history as neighboring countries. To compare NOS representation in the physics content, five major topic areas (mechanics, heat and thermodynamics, oscillations and waves, electricity, and atomic physics) were randomly selected from the syllabi used in advanced level secondary schools. The paper critically analyzes the representation of NOS aspects throughout front matter (introductions and rationales) and back matter (appendices and references), content, teaching methods, and assessment procedures proposed in these physics’ syllabi. Based on the analysis of data, the findings reveal that NOS aspects are not explicitly represented in the four physics syllabi analyzed. This study also found that in four syllabi reviewed, competencies were given much attention without any overt connection to the work of scientists. Finally, we suggest possible ways to improve NOS representation in the science curriculum.
https://doi.org/10.26803/ijlter.21.8.11
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