Abstract
Quality education for all is one of the most powerful and proven vehicles for achieving the Sustainable Development Goals. However, Science teachers encounter considerable challenges when teaching science at the basic school level. Objective: This paper investigated teachers’ knowledge of science-based global best practices and the challenges hindering them from teaching science effectively. Methodology: The study was a school-based cross-sectional survey which employed quantitative research approach and descriptive research design. Data for the study was obtained by administering a five-point Likert scale type structured questionnaires to 257 science teachers randomly selected across the basic schools within the Akuapem South District of the Eastern Region. Data analysis : Descriptive statistics, Chi-square test, and Student’s t-test were applied to the data to establish the knowledge level of teachers on science specific global best practices and ascertain if there are significant differences in challenges science teachers face in the course of their effort to create conducive learning environment for children to develop science core competencies, concepts and skills. Results: The results of the study showed that teachers had adequate knowledge of science-based global best practices. However, lack of teaching and learning resources and over-reliance on improvised teaching learning materials were perceived among the greater number of teachers as the most important drawback to effective teaching and learning of science in the district. Also, the basic electronics was found to be the single most important concept science teachers found very difficult in teaching. Conclusion: These findings provide a holistic understanding of the teachers’ knowledge of science-based global best practices and the challenges they face in teaching science at the basic school level. Recommendations: To enhance effective teaching and learning of science at the basic school level, the Ghana Education Service must support science teachers with relevant teaching learning resources, and Akuapem South Education District must organise refresher courses and workshops for science teachers to upgrade their knowledge on both contents and pedagogical content knowledge necessary for teaching and learning of basic electronic concept in the basic school curriculum. Keywords: High-Quality Science Teaching, Basic Schools, Science Teachers Challenges, Akuapem South District, Eastern Region, Ghana. DOI : 10.7176/JEP/11-3-10 Publication date: January 31 st 2020
Highlights
IntroductionScience education at the basic school level is carried out to develop children’s attitudes and provide them with basic knowledge and skills that are essential for survival in the 21st century contemporary society
Quality education for all is one of the most powerful and proven vehicles for achieving the Sustainable Development Goals
This study sought to investigate the teachers’ knowledge of science-based global best practices and the challenges they face whilst teaching science at the basic school level
Summary
Science education at the basic school level is carried out to develop children’s attitudes and provide them with basic knowledge and skills that are essential for survival in the 21st century contemporary society. Science teachers are being challenged to transform educational outcomes, often under difficult conditions. They are being asked to equip students with the competencies (knowledge, values, skills, attitudes) they need to become active citizens and workers in the 21st century. Effective Science education which is relevant for sustainable development should be inquiry-based and learner centered. Engaging learners physically and cognitively in the knowledge, skills, attitudes and value-acquiring process about the world, in a rich and rigorous inquirydriven environment is critical in effective teaching and learning of science. Science teachers serve as facilitators by providing and designing the enabling environment that promotes critical thinking, creativity, collaboration and construction of learners’ own knowledge based on their previous experiences
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