Science Teachers’ Conceptual Understanding and Implementation of Components of a Lesson Plan in Primary Schools of Chibolya Zone, Lusaka District

Abstract

This study aimed at examining the science teachers’ conceptual understanding and implementation of the components of a Lesson Plan in primary schools in Chibolya Zone in Lusaka District. The study sought to describe science teachers’ conceptual understanding of the components of a lesson plan, to outline what science teachers write on the components of a lesson plan and to explain science teachers’ implementation of the written lesson plan. The study employed a pre-experimental survey design with a quantitative approach. To collect primary data, a questionnaire was used. This was supplemented by observations and document reviews. In selecting the respondents, purposive sampling was used. Data collected in the field was analyzed using descriptive statistics. The findings of the study revealed that the majority of science teachers either possessed knowledge of the components but failed to apply them in practice, or lacked understanding of the components but still incorporated them into their lesson preparation. The findings showed that teachers had a relatively shallow conceptual understanding of the various components of a lesson plan as evidenced in the conceptual knowledge test. The findings of the study also revealed that some teachers’ lesson plans did not have some components that are fundamental in science lesson delivery. Lastly, statistical evidence showed discrepancies between what was written in the lesson plans and what was being implemented during the delivery of the lesson.