Contextualizing science teaching in Swaziland: some student reactions

Abstract

Although many theoretical arguments have been put forward for contextualizing the African science curriculum, little is known about students’ responses to science curriculum content and teaching methods designed to be locally relevant. This paper describes research in Swaziland. It presents reactions of Swazi junior secondary students to contextualized lessons on circuit electricity, air and respiratory processes using an application‐led teaching strategy. It identifies the characteristics of the lesson materials influencing (1) student motivation and interest, (2) student participation and (3) concept development. It is argued that a continuation of a teacher‐centred teaching style prevents students from gaining the maximum learning benefits from contextualized lesson materials.