Innovative Science Trends That Have Occurred in Zimbabwe

Anna Gudyanga, Ephias Gudyanga, Judith Mutemeri

Abstract


This paper seeks to expose what innovative teaching there is in the Zimbabwean science-teaching context, as well as what opportunities and what challenges there are. Science is the mother of all technology hence no sustainable development can take place in any country without talking about science. Qualitative methodology was used where questionnaires, focus groups and observations were the main tools for this study. Triangulated data was analysed and results showed that from the time Zimbabwe attained independence in 1980, the government has put in place five innovative projects to improve the delivery of science teaching in schools, some of which are Zimbabwe Science Project, Quality Education in Science Teaching and the Science Education In-service Teacher Programme. Teachers are engaging students in hands on activities (Interactive Teaching Strategy), group work, seeding discussion while problem solving, demonstrations, questioning thus providing students with a multi - sensory learning experience. The challenges include brain drain of science teachers into industry and inadequate resources. We recommend that schools must offer the foundation for developing computer skills and knowledge and fund raise to alleviate the shortage of resources.

Full Text: PDF DOI: 10.5539/ass.v9n11P50

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This work is licensed under a Creative Commons Attribution 3.0 License.

Asian Social Science   ISSN 1911-2017 (Print)   ISSN 1911-2025 (Online)

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