Effective Utilization of Science Kit in Science Instructional Activities by Primary Schools Science Teachers
Abstract
The purpose of this study was to assess the status of science kit utilization of primary school science teacher in science kit instruction. The evaluation was based on Ethiopia National frame work for grade1-12 principles, value and key competence of students profile(MOE2007/08) and principle of effective instruction of Ellis’s and Worthingon (1994).Thirteen primary schools linked to Kamise College of Teachers Education and forty nine science teachers who were teaching grade four to six, two hundred seventy nine 1st - 3rd ranked students per-section, thirteen primary school principals, six cluster supervisors and three woreda education office quality education assurance focal persons were selected using purposive sampling technique because they are the direct concerned body and would give the valuable evidence. Questionnaire (closed and open), observation, document analyses and interview were used to collect data. It was mixed research method. The collected data were analyzed using both qualitative and quantitative method. The quantitative data were analyzed by frequency polygon; and using different figures and percentage, and the qualitative data were themed by narration. The analyzed data shows that science kit utilized didn`t promotes principle of effective science instruction, not induce expected scientific knowledge, skills and attitudes of students’ profiles, and not promotes positive class room environment and student interest to science class. Finding reveal that utilization of science kit in primary schools science instruction by primary schools science teachers was not aggravated in enhancing MLC of student’s profiles. I recommend that science teachers need capacity buildings of pedagogical skill in manipulating science kit activities and facilitating science kit instructions. Their exist primary schools in poor class room setting and affect class room instructions. Lack science teachers’ guide and syllabus contributes affect in science kit instruction. So, primary school principals, cluster supervisors and school -college linkage focal persons have to facilitate the capacity building workshop on pedagogical skill and knowledge of science kit content to selected science teacher. School principles do with communities to make conducive classroom for instruction. Department of Education of the zone should scale up this professional experience to others primary schools by delivering science kit tools to facilitate science instruction. Regional Education Bureau should update science kit manuals, teachers guide and syllabus and student textbook in line with together.
