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Title: AN EVALUATION OF THE TEACHING OF BIOLOGY IN SOME SELECTED SENIOR SECONDARY SCHOOLS OF ADDIS ABABA VIS-a-VIS AN ENQUIRY MODEL
Authors: MEKUANENT, KELEMU
Advisors: Dr. Azeb Desta
Copyright: Jun-1992
Date Added: 27-Nov-2012
Publisher: AAU
Abstract: An evaluation of the Teaching of Biology in Some selected Senior Secondary Schools of Addis Abeba vis a- vis an Enquiry Model. It has been reiterated that science teaching can by no means be properly accomplished by merely telling students about scientific facts, principles and generalizations. Science educators, school science teachers and scientists have emphasized the need for a problem-solving or enquiry approach to science teaching rather than presenting it as sanctified body of knowledge. To this end, they have stressed and pointed out the preferred way; i.e., science teaching should be based on the nature of science and should help students understand the process of scientific enquiry without which an adequate understanding of any science subject would not be possible. The teaching of biology, as a science, follows the premises of science teaching. The object of this study was to evaluate the present Biology Curriculum for Senior Secondary Schools of Ethiopia and its implementation against an Enquiry Model for Biology Teaching and thereby see whether or not it is in line with modern trends in science teaching. For this purpose, the questions, practical activities and "Narrations of enquiry" included in 15 even numbered units of the four textbooks <grades 9 12) were e~ various criteria. Evaluation of its implementation involved questionnaire survey and observation of the actual teaching-learning processes in biology classrooms using an observation schedule designed for the purpose. Chapter 2 is devoted to a discussion of the rationale for teaching science as enquiry, the nature of a science curriculum suited for enquiry teaching and of requirements for the proper implementationAan enquiry science curriculum. Res~lts of the study, presented in chapter 3, in general show the presence of an immense gap between the actual teaching of the subject and the approach called for by the Biology Curriculum. That is, while the textbooks overall follow a commendable approach with regard to their abil1ty to help students understand the process of biological enquiry, their implementation is very minimal at best (verbalism is to rampant). The reasons vary from those that are general (applicable to the general educational system at this level) to those that are specific to biology. Among the specific reasons, the unrealistic nature of the textbooks and the unfamiliarity of biology teacherS with the enquiry approach stand out as the most important ones. Although the teaching of biology cannot be seen out of the context of the general educational system at this level, the excessive domination of verbalism in biology classrooms has led to what has been called "a dead study of life".
URI: http://hdl.handle.net/123456789/4013
Appears in:Thesis - Curriculum & Instruction

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