Induction of pupils into secondary school science in Botswana

Abstract

This paper explores, through an exploratory case study, the induction of pupils from primary schools to science offered in lower secondary schools in Botswana. Observations of 26 science classrooms, analyses of documents and interviews with teachers suggest that in the induction year teachers and the science curriculum generally do not have clear priorities, vision and direction for a foundation year. Science teachers in the study did not regard induction as a teaching objective, and classroom programmes seldom provided pupils with appropriate cognitive challenges, opportunities for development of science process skills and some self- confidence in learning science. The implications for the research are discussed.