Towards a Framework for Science Education in Ethiopia

Abstract

For almost a decade, a series of studies were conducted in science education in Ethiopia on alternative conceptions (misconceptions), the root causes of these misconceptions and, finally, their possible remedies. The purposes of these studies were to identify and to determine the extent of the alternative conceptions held by students, to analyze the possible root causes and to come up with possible strategies for conceptual change. The methodologies followed in these series of studies were descriptive, followed by explanatory and, finally, experimental phase. The subjects of the study were drawn from primary, secondary and college students of Addis Ababa. The results of these series of studies indicated that students not only have many misconceptions on the basic concepts of chemistry but also these conceptions did not reduce statistically as grade levels increase. Regarding the root causes of students’ misconceptions, lack of practical activities and teachers themselves were found to be the major reasons. Finally, being aware of the misconceptions and the root causes, an experimental study was conducted which compared the traditional and a newly suggested conceptual change framework, namely, Tetrahedral-in-Zone of Proximal Development (T-ZPD). The results of the independent t-test on students’ conceptual reconstruction towards the scientific concept of the T-ZPD group were statistically significantly and they were better compared to the traditional group students in all contexts investigated. As a component of this framework, low cost apparatus for practical activities were improvised and found to be very successful. Hence, in this paper, the T-ZPD framework was suggested as a potential curriculum, instruction and assessment framework for increasing the quality of science education at all levels in Ethiopia.