STM Outline

MINISTRY OF GENERAL EDUCATION
DIRECTORATE OF TEACCHER EDUCATION AND SPECIALISED SERVICES
SCIENCE TEACHING METHODS SYLLABUS
BACK GROUND
Colleges of Education in Zambia have been mandated by the Government of the Republic of
Zambia to offer an appropriate course in science teaching methods to secondary school
teachers who are enrolled for the three (3) year Secondary Teachers’ Diploma. This has been
necessitated by the curriculum change in secondary school science syllabus. In addition, the
educational system in Zambia has allowed the development and implementation of secondary
School Teachers’ Degrees in most Universities and Colleges of Education country wide.
Therefore there has been the need to produce a teacher with the relevant content and
pedagogical prowess to effectively teach at secondary school level and be able to proceed to
third year level of the emerging secondary Teachers’ Degree programmes in any university.
In responding to the aforesaid needs this science methods syllabus was developed.
RATIONALE:
This syllabus aims to equip student teachers with knowledge, skills, attitudes and values
needed for teaching integrated science at secondary school. The economy of any country
depends heavily on the scientific literacy of its citizens. This can only be achieved by a
relevant and appropriate course that can impart scientific knowledge and processes to
children in secondary schools. This calls for a teacher of integrated science who is well
grounded in science content and pedagogical knowledge in the initial science education in
secondary schools.
LEARNING OUTCOMES
On completion of this syllabus trainee teachers are expected to:
a. describe the teaching and learning of science;

b. discuss aims, topic behavioural objectives, approaches, strategies, techniques, and
theories;
c. describe the three domains of learning science;
d. demonstrate acquaintance with the syllabuses, schemes of work, lesson plans, and
records of work in secondary school science;
e. teach his or her peers or classmates;
f. construct a variety of test items;
g. describe the structure of science and its implications for the teaching of science;
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h. demonstrate skills in using audio-visual Aids, computers, laboratory chemicals and
apparatus for classroom instructions in science;
i. show some proficiency in the use of computers for teaching science;
j. demonstrate understanding of safety measures in the Biology laboratory;
k. explain the characteristics of an effective Biology teacher;
l. perform the role of managing and controlling a class.
Prescribed Reading
Chibesakunda, G. A. (2012). Science Teaching Methods for Secondary Schools. Lusaka:

Mwajionera Publishers.
Simpson, R. D. & Anderson, D. N. (1986). Science, Students and Schools: A Guide for the
Middle and Secondary School Teacher. New York: Macmillan Publishing Company.
Thurber, W. A. & Collette, A.T. (1965). Teaching Science in Today’s Secondary Schools.
Boston: Allyn and Bacon).
Recommended Reading
Anderson, H. D. & Koutnik, P.G. (1972). Towards more Effective Science Instruction in
Secondary Education. New York: Macmillan Company
Cable, R. (1972). Audio – Visual Handbook. London: University of London, Press.
Child, D. (1986). Psychology and the Teacher. Holt: Rinehart and Winston.
Ebel, R. L. (1972). Essentials of Educational Measurement. EnglewoodCliffs: Prentice Hall.
Farrant, J. S. (1988). Principles and Practice of Education. Essex: Longman.
Fontana, D. (1988). Psychology for Teachers. Leicester: BP.
Grambs, J. D. & Carr, J. C. (1979). Modern Methods in Secondary Education (4th Edn). New
York: Holt, Rinehart, and Winston.
Gronlund, N. E. (1981). Measurement and Evaluation in Teaching. New York: Macmillan
Publishing Co.
Kempa, R. (1986). Assessment in Science. Cambridge: University Press.
Mager, R. F. (1962). Preparing Instructional Objectives. Palo Alto: Fearon Publishers.
Trowbridge, L. W. & Bybee, R.W. (1990). Becoming a Secondary School Science Teacher.
Columbus: Merrill Publishing Co.
Staffing: 2 Lecturers
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CONTENT
YEAR 1
1. Science Laboratory Safety and Management

 Types of accidents
 Handling accidents and administering first AID
 Prevention of accidents
 Effective ways of managing a science laboratory
2. Nature of science
 Science and science Education
 Structure of science (processes and products)
 Implications for teaching science
3. Teaching science
 Meaning of teaching
 Reasons for teaching science
 Issues affecting quality of teaching science
 Qualities of an effective science teacher
4. Theories of Learning
 Meaning of Learning
 Intellectual development stages(Piaget’s learning theory)
 Behaviourist theories of learning (Pavlov’s and Skinner)
 Cognitive theories of learning (Ausubel’s, Gagne’s, Bruner’s and Vygotsky and
social cognition)
 Constructivist theory of learning
 Implications for teaching and learning of science
5. Teaching Approaches
 Strategies and techniques for the teaching and learning of science.

 Teaching and learning styles(indirect and direct)
 Fundamental principles of learner centred education
 Catering for Individual Learning Differences in science.
 Learner motivation in science.
 Teaching of selected challenging topics in science.
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YEAR 2
5. Teaching and Learning Resources

 Teaching/learning resources, citing specific examples in Science.
 Purpose of teaching/learning resources in Science
 Selection and use of teaching/learning resources.
 Creation /improvisation of science teaching and learning aids
6. Creating a conducive learning environment

 Class management
 General classroom management principles
 Types of pupil misbehaviour and causes of misbehaviours
 Techniques of handling pupils misbehaviours
7. Aim, objectives and Learning outcomes

 Difference among Aim, behavioural objective and a learning outcome
 Components of learning outcome
 Writing learning outcomes, their role and their limitations
8. Domains of Learning
 Domains of learning according to the revised Bloom’s taxonomy (Lorin
Anderson)
 Questioning techniques in relation to Higher Order Thinking skills (HOTS) as
opposed to Lower Order Thinking Skills (LOTS)
9. Syllabus, Schemes of work, Lesson plan, Record of Work and Assessment

 Components of the syllabus and preparation of schemes of work, lesson plan
and records of work.
 Functions of the syllabus, schemes of work, lesson plan , records of work and
assessment
 Unit plan and lesson sequencing
 Work Plan (Departmental ,Section and Individual)
10. Peer Teaching
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 Purpose of peer teaching
 Key stages in lesson delivery
11. Project/Action research
 project method of teaching
 Good science projects
 Stages of carrying out a research project work/ action research
 Importance of carrying out an action research/ action research
 Research methods in project work/ action research
12. School teaching practice (STP)

 Importance of school teaching practice
 Activities to be undertaken by a student teacher during STP
 Conduct of students during STP
YEAR 3
13. Computers in Teaching science

 Role of computers in teaching science including simulations
 Preparing teaching documents using a computer.
 Preparing Teaching and learning materials using a computer
 Analysing and storing records on learner performance on a computer
14. Gender Education

 Concept of Gender and sex
 Gender roles and sex roles
 Gender in relation to Science Education
15. Assessment and evaluation

 Concept of Assessment and evaluation
 Functions of assessment and evaluation
 Types of assessment
 Types of tests, test items and construction of different test items.
 Marking keys, marking schemes and marking
16. Management roles

 Roles of a classroom teacher and head of department in the natural sciences
department
 Roles of the patron of JETS club
 Roles of a laboratory assistant
17. Creating a conducive learning environment

 Class management
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 General classroom management principles
 Types of pupil misbehaviour and causes of misbehaviours
 Technique of handling pupil misbehaviours
18. Contemporary issues and science associations

 School-based continuing professional development (SBCPD)
 Lesson Study Cycle (SPRINT, SMASTE)
 Zambia Association for science Education (ZASE) and JETS
 HIV/AIDS, environmental and gender issues
 Code of Ethics by Public service workers
 Contemporary/emerging issues can be included( comprehensive sexuality
education)
1. Practical Activities in Biology
 METHODS OF TEACHING
 Assessment
 Continuous assessment 50%
 Final examination 50%
 Prescribed reading
 Recommended Reading
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MINISTRY OF GENERAL EDUCATION

DIRECTORATE OF TEACCHER EDUCATION AND SPECIALISED SERVICES

SCIENCE TEACHING METHODS SYLLABUS

On completion of this syllabus trainee teachers are expected to:

a. describe the teaching and learning of science;

Chibesakunda, G. A. (2012). Science Teaching Methods for Secondary Schools. Lusaka:

1. Science Laboratory Safety and Management

 Strategies and techniques for the teaching and learning of science.

5. Teaching and Learning Resources

6. Creating a conducive learning environment

7. Aim, objectives and Learning outcomes

9. Syllabus, Schemes of work, Lesson plan, Record of Work and Assessment

10. Peer Teaching

12. School teaching practice (STP)

13. Computers in Teaching science

14. Gender Education

15. Assessment and evaluation

16. Management roles

17. Creating a conducive learning environment

18. Contemporary issues and science associations

1. Practical Activities in Biology

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