INQUIRY LEVELS AND SKILLS IN ZAMBIAN HIGH SCHOOL CHEMISTRY SYLLABUS, TEXTBOOKS AND PRACTICAL EXAMINATIONS

Frackson Mumba; Vivien Mweene Chabalengula; William Hunter

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INQUIRY LEVELS AND SKILLS IN ZAMBIAN HIGH SCHOOL CHEMISTRY SYLLABUS, TEXTBOOKS AND PRACTICAL EXAMINATIONS

Title	INQUIRY LEVELS AND SKILLS IN ZAMBIAN HIGH SCHOOL CHEMISTRY SYLLABUS, TEXTBOOKS AND PRACTICAL EXAMINATIONS
Publication Type	Journal Article
Year of Publication	2007
Authors	Mumba, F, Chabalengula, VM, Hunter, W
Journal	Journal of Baltic Science Education
Volume	6
Issue	2
Start Page	50-57
Date Published	August/2007
Type of Article	Original article
ISSN	1648-3898
Other Numbers	ICID: 521606
Keywords	chemistry, examinations, inquiry, syllabus, textbooks
Abstract	This study analyzed the Zambian high school chemistry syllabus, textbooks, and practical examinations for inquiry levels and skills. The chemistry syllabus was explicit on inquiry skills and levels. Experiments in the chemistry textbooks and practical examinations were mostly at confirmation and structured inquiry levels respectively. Very few experiments were at guided inquiry level and none at open inquiry level in the textbooks and practical examinations. However, the course materials emphasized the same inquiry skills. There were no guidelines on inquiry-based teaching in the course materials. As such, this is a potential obstacle to the implementation of inquiry science teaching. Implications for science teaching, learning, and curriculum design have been discussed.
URL	http://oaji.net/articles/2014/987-1404288148.pdf
Refereed Designation	Refereed
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