Investigating learners’ experiences and attitudes towards astronomy in the curriculum of Uganda: A case study of Kabale Municipality

Abstract

Astronomy is the first natural science that is magnificently rich in concept. It is embedded in the various fields of modern 21st century; Science, Technology, Engineering and Mathematics (STEM). Slightly before the onset of Covid-19 pandemic (February 2020) in Uganda, the government rolled out the new lower secondary education curriculum (LSC). The aim of LSC was to equip learners with an enhancement skills training as opposed to the old curriculum, which was designed on colonial system. Interestingly, concepts on astronomy for beginners were included in the New LSC, but do learners have any experience in the content and how interested are they towards it. That is why this study investigated the learners’ experience and attitudes towards Astronomy concepts. A total of 160 students from six secondary schools in Kabale Municipality (St. Marys’ College-Rushoroza, Ndorwa Secondary School, Trinity College, Kabale Brainstorm High School, Rock High School, and Kigezi College-Butobere) were randomly sampled. A questionnaire-with carefully chosen set of questions was administered. Majority of the learners (67%) were found to have heard basic knowledge on astronomy, with 33% not conversant with astronomical concepts when first introduced in class. 81% of them were highly interested in Astronomy. Additionally, learners stated that they heard about astronomy from various sources like T.V programs, YouTube videos, among others; so to develop learners’ astronomical knowledge, school takes the lead. Thus thorough facilitation in teaching of Astronomy and Astrophysics is required. We recommend Physics teachers to be given refresher courses and the scope of astronomy and astrophysics expanded.