The curriculum which was introduced in lower primary school in 2007 requires that teachers use the pupils’ mother tongues as languages of instruction from Primary One to Primary Three while teaching. But researchers found that teachers are largely unaware of how to translate basic scientific concepts yet the same curriculum proposed that science is integrated into themes taught.
Researchers at Makerere University have established flaws in
early learning that they blame on continued lack of interest in science courses
despite years of promotion of science by the government.
Dr Henry Busulwa,
a researcher based at the College of Education says that more than 10-years after
the thematic curriculum was introduced, many teachers have failed to
incorporate science while teaching.
The curriculum which was introduced in lower primary school
in 2007 requires that teachers use the pupils’ mother tongues as languages of
instruction from Primary One to Primary Three while teaching. But researchers found that teachers are largely unaware of how to translate basic scientific concepts yet the
same curriculum proposed that science is integrated into themes taught.
Busulwa says that teachers were
instead skipping the bits on science since the curriculum gives them a leeway
to determine how much science to integrate into other strands according to
their own understanding of the local language. Only 4 per cent of the
teachers surveyed in Eastern and Central Uganda could integrate Science into
Dr Busulwa was speaking during the Open day organized by the Makerere
University Research and Innovations Fund (MAK – RIF) where researchers shared
findings of various studies that have been carried out recently. The study titled, Inter-disciplinary Enhancement of
Science Education in the Uganda Primary Thematic Curriculum involved
both teachers that trained in the thematic curriculum through retooling and through
Primary Teachers Colleges.
He warns that this is affecting learners later on as only
about 20 per cent of them choose to offer science subjects through university.
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He notes that the retooling of teachers done before the
curriculum was introduced didn’t effectively empower them with skills to integrate
scientific concepts and yet available learning resources are not translated into
local languages despite the availability of elders in communities who could
help with this.
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The findings also show, more graduating teachers opt to
teach in a middle and upper primary where the medium of instruction is English
due to a lack of competencies in local language science terms.
Researchers now recommend that science be taught as a
separate subject such that children can know early enough that they are
learning science so they can focus as early as possible. 96 per cent of the teachers
surveyed were in support of this.
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Officiating at the event, Education Minister Janet Museveni expressed
concern over these findings and noted that there is no science that will be
appreciated if it doesn’t make sense in the mother tongue.
She urged teachers to take initiative to learn how to
translate their science in their respective subjects if science-related programmes
such as student loans for science students and science-related scholarships can
yield the science workforce the country requires now.
However, as part of this project, Makerere University has
developed science study materials in Luganda and Lumasaba to act as models that
teachers can use as a guide.