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Original Articles

Rhetoric and reality in science curriculum development in Botswana

Pages 13-23 | Published online: 25 Feb 2007

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Read on this site (17)

Nomusa Zimu-Biyela. (2019) Using the School Environmental Education Programme (SEEP) to Decolonise the Curriculum: Lessons from Ufasimba Primary School in South Africa. International Journal of African Renaissance Studies - Multi-, Inter- and Transdisciplinarity 14:1, pages 42-66.
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Anthony T. Koosimile & Shanah M. Suping. (2015) An Examination of the Influence of Globalisation on Science Education in Anglophone Sub-Saharan Africa. International Journal of Science Education 37:14, pages 2358-2385.
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E. Gaigher, J. M. Rogan & M. W. H. Braun. (2007) Exploring the Development of Conceptual Understanding through Structured Problem‐solving in Physics. International Journal of Science Education 29:9, pages 1089-1110.
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E. Gaigher, J.M. Rogan & M.W.H. Braun. (2006) The effect of a structured problem solving strategy on performance in physics in disadvantaged South African schools. African Journal of Research in Mathematics, Science and Technology Education 10:2, pages 15-26.
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Anthony T. Koosimile. (2004) Out‐of‐school experiences in science classes: problems, issues and challenges in Botswana. International Journal of Science Education 26:4, pages 483-496.
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Anthony Koosimile. (2001) An Insight into the Processes of the Localisation of Science Curriculum in Botswana. Journal of the Southern African Association for Research in Mathematics, Science and Technology Education 5:1, pages 99-112.
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Barend Vlaardingerbroek. (1998) Prospective Teachers' Views Toward Evolution Education In Botswana And Papua New Guinea. Journal of the Southern African Association for Research in Mathematics, Science and Technology Education 2:1, pages 41-51.
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Farida Patel. (1997) Culture in Science Education. European Journal of Intercultural studies 8:3, pages 213-230.
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Joel K. Kiboss. (1997) An Evaluation of Teacher/student Verbal and Non-verbal Behaviours in Computer Augmented Physics Laboratory Classrooms in Kenya. Journal of the Southern African Association for Research in Mathematics, Science and Technology Education 1:1, pages 65-76.
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OlugbemiroJ. Jegede. (1997) School science and the development of scientific culture: a review of contemporary science education in Africa. International Journal of Science Education 19:1, pages 1-20.
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M. B. Ogunniyi. (1996) Science, technology and mathematics: the problem of developing critical human capital in Africa. International Journal of Science Education 18:3, pages 267-284.
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Gaobolelelwe Ramorogo & Colin Wood-Robinson. (1995) Botswana1 children's understanding of biological inheritance. Journal of Biological Education 29:1, pages 60-71.
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OlugbemiroJ. Jegede. (1995) Collateral Learning and the Eco-Cultural Paradigm in Science and Mathematics Education in Africa. Studies in Science Education 25:1, pages 97-137.
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Bob Prophet & Peter Dow. (1994) Mother tongue language and concept development in science: A Botswana case study. Language, Culture and Curriculum 7:3, pages 205-216.
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Elizabeth McKinley, Pauline McPherson Waiti & Beverley Bell. (1992) Language, culture and science education. International Journal of Science Education 14:5, pages 579-595.
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M. Finegold. (1992) Adapting physics curriculum materials across a language barrier: a feasibility study. International Journal of Science Education 14:1, pages 13-23.
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Articles from other publishers (15)

Dominic Mashoko. 2023. Indigenous and Minority Populations - Perspectives From Scholars and Writers across the World. Indigenous and Minority Populations - Perspectives From Scholars and Writers across the World.
Anthony T. Koosimile & Shanah M. Suping. (2011) Pre-service teachers’ attempts at debating contemporary issues in science education: A case study from Botswana. International Journal of Educational Development 31:5, pages 458-464.
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Samson Madera Nashon. (2004) The Nature of Analogical Explanations: High School Physics Teachers Use in Kenya. Research in Science Education 34:4, pages 475-502.
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Okhee Lee. (2016) Chapter 2: Promoting Scientific Inquiry With Elementary Students From Diverse Cultures and Languages. Review of Research in Education 26:1, pages 23-69.
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Barend Vlaardingerbroek. (2001) Botswana secondary students' perceptions of the education/employment nexus. International Journal of Educational Development 21:4, pages 315-329.
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Overson Shumba. (1999) Relationship between secondary science teachers' orientation to traditional culture and beliefs concerning science instructional ideology. Journal of Research in Science Teaching 36:3, pages 333-355.
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Barend Vlaardingerbroek. (2019) Challenges to Reform: Botswana Junior Secondary School Science Teachers’ Perceptions of the Development Functions of Science Education. International Journal of Educational Reform 7:3, pages 264-270.
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Barend Vlaardingerbroek. (1998) The ‘myth of greater access’ in agrarian LDC education and science education: An alternative conceptual framework. International Journal of Educational Development 18:1, pages 63-71.
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Jan Van Den Akker. 1998. International Handbook of Science Education. International Handbook of Science Education 421 447 .
Marianne Sprey, Barbara Dlamini & Jan Van Hee. (1997) Teaching academic subjects in Swazi preschools. International Journal of Educational Development 17:3, pages 285-293.
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Barend Vlaardingerbroek. (2016) ‘Relevance’ Revisited: School Science Educational External Efficiency and the Production of Appropriate Human Capital in Agrarian Developing Countries. Australian Journal of Education 41:1, pages 77-89.
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Gerard D. Thijs & Ed Van Den Berg. (1995) Cultural factors in the origin and remediation of alternative conceptions in physics. Science & Education 4:4, pages 317-347.
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Meshach B. Ogunniyi, Olugbenro J. Jegede, Masakata Ogawa, Cephas D. Yandila & Femi K. Oladele. (2006) Nature of worldview presuppositions among science teachers in botswana, indonesia, japan, nigeria, and the philippines. Journal of Research in Science Teaching 32:8, pages 817-831.
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Olugbemiro J. Jegede, Barry J. Fraser & Peter Akinsola Okebukola. (1994) Altering socio-cultural beliefs hindering the learning of science. Instructional Science 22:2, pages 137-152.
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Derek Hodson. (2006) In search of a rationale for multicultural science education. Science Education 77:6, pages 685-711.
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