South African Journal of Education 17(2):187-196 An international comparison of the science education priorities of science teachers, lecturers and students in two developing countries : Turkey and Lesotho
Type
E-Journal
Authors
Category
ECCE, Foundation, Intermediate, Senior
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Publication Year
2003
Publisher
Education Association of South Africa (EASA), Pretoria, South Africa
URL
[ private ]
Pages
10 p.
Subject
Early childhood education, Primary education, Secondary education, Teachers, Lecturers, Students, Science education, Curriculum, Lesotho, Turkey
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Abstract
Lesotho and Turkey are two developing countries, both relatively deficient in educational resources one in Southern Africa, and the other straddling the continents of Europe and Asia in the Middle East. This study reports and compares the priorities and responses of (a) 172 Turkish science teachers, lecturers and students, and (b) 171 Lesotho science educators and students, to 20 literature derived recommendations for improving science education in the two countries. Both quantitative and qualitative survey data are analysed. The educational outcomes of the study are commonly identified areas of future concentration and corresponding sets of recommendations for science teacher training curricula in these two developing nations. In both Turkey and Lesotho the most frequently prioritised recommendations are found to be similar. They are: to engage more self-discovery in science learning; to introduce more real-life skills into science teaching; to utilise better science teaching methods; and to acquire more resources for science and technology lessons.
Description
Article
Number of Copies
1
