International Journal of Research and Scientific Innovation (IJRSI) |Volume IX, Issue XI, November 2022|ISSN 2321-2705
James Hinson1, Habib Bipembi2, Collins Oppong Arthur3
1Department of Science Education, Holy Child College of Education, Ghana
2Department of Mathematics and ICT Education, Holy Child College of Education, Ghana
3Arthur Department of Science Education, Holy Child College of Education, Ghana
Abstract: This study examines basic science teachers’ classroom professional practices and how it influences learners’ understanding of basic scientific concepts. The study also examines factors that militate against effective science professional teacher practices in handling the new standard based curriculum in science as well as factors which aggravate Curriculum Deficiency Syndrome (CDS) and what basic science teachers can do to improve the situation. The study employed the descriptive survey design using stratified random sampling in selecting two strata consisting 12 Junior High school teachers(K-12) and 60 upper primary science teachers (K-9) drawn from three districts in the western regions of Ghana. A questionnaire and an interview guide were the main instruments used in collecting data for the study. To ensure validity and reliability of the instruments employed in this study, the instruments were pilot tested at Zion cluster of schools in Takoradi. Experts from the Science Education Department of Holy Child College of Education proof read the items. Some of the items were reframed while a number of items measuring the same constructs were properly aligned. Items whose specificity could not be properly aligned with the constructs being measured were deleted. Analysis of data revealed that classroom professional practices of basic school science teachers fall short of the curricula expectations. Teachers could not plan remedial instructions for learners with CDS. This is because the 3-day crush national training held prior to the implementation of the new curriculum could not equip basic science teachers with the skills expected in teaching the new curriculum. Time constraints, large class size, inadequate in-service training and lack of flexibility on the daily schedules in the basic schools prevented science teachers from making the desired impact during instructions. Teachers resorted to teaching basic science concepts in abstract due to unavailability of science resources. The study recommends basic science teachers develop a plan to assist learners experiencing curriculum deficiency syndrome to overcome their challenges in the teaching and learning of basic science. The study also recommends action research, in-service training, exposure to current innovative pedagogies (flipped class teaching, concept mapping, and augmented multimedia) and access to science resources to enable basic science teachers help reverse this trend.
Keywords; science experiments, science curriculum, science resources, critical thinking, teacher professional development, problem solving.
I. INTRODUCTION
The rapid technological development associated with globalization, and the quest to develop smart ways of life