The provision of quality science education in selected colleges of education in Kitwe district

Abstract

The purpose of the study was to establish factors affecting the provision of quality science education in the selected colleges of education in Kitwe district on the Copperbelt. The objectives that guided this study were; to assess the preparations lecturers undertake before teaching science education lessons, to examine the teaching methods used in the teaching of science education and to explore the environment under which teaching and learning of science education take place. The population of the study was all second year pre-service teachers doing primary diploma programme and all the lecturers of science education in the two selected colleges, one government run and the other privately owned. The total number was 744 students and 16 lecturers. The sample consisted of 4 lecturers and 50 students, a total of 54 respondents. Purposive sampling was used to select the participants. In order to address the issue, the study used a descriptive survey design. Data was collected using questionnaires, documents review checklist and observation schedules. All stages of data collection generated qualitative data which were thematically analysed. The study revealed that most lecturers lacked adequate preparations before teaching. The study also established that lecturers used teaching methods that alienated students from participating in lessons, predominantly the lecture method which did not promote active and reflective learning was used. The lessons taught also lacked practical activities. The study further established that the environment in which science education was taught was not conducive. There was lack of materials, apparatus and equipment for use during experiments. The colleges also lacked textbooks for both students and lecturers. In view of the findings, the following recommendations were made. Preparations of science education lessons by lecturers should be monitored and their lessons observed regularly by Heads of Departments. Lecturers should use a variety of teaching methods that promote active learning and critical thinking which would foster conceptual understanding of science. Lastly, learning environments should be made conducive through provision of learning and teaching materials as well as upgrading of the infrastructure. Keywords: Factors, Quality Science Education