Open AccessThe iSPACES Framework for Rethinking a Culturally Responsive Secondary Science Curriculum in Tanzania
Author(s) -
Ladislaus M. Semali
Publication year - 2014
Publication title -
journal of contemporary issues in education
Language(s) - English
Resource type - Journals
ISSN - 1718-4770
DOI - 10.20355/c54g6n
Subject(s) - curriculum , tanzania , restructuring , science education , mathematics education , pedagogy , sociology , engineering ethics , engineering , psychology , political science , ethnology , law
The iSPACES project for teaching a culturally responsive science curriculum in Tanzania emphasizes practical skills to develop scientific knowledge among secondary school students. iSPACES employs a framework that involves interdisciplinary teaching to motivate students to study science, technology, engineering and mathematics (STEM) and to produce useful products that will fill needs encountered in real life. This discussion considers methods for restructuring an existing curriculum and rethinking the methodologies for teaching of physics, chemistry and biology (PCB) to overcome students’ cognitive conflicts between their everyday world and the world of academic science. The examination concludes with an example of a framework for a chemistry lesson that may guide teachers who wish to rethink PCB pedagogy and designers who wish to create culturally responsive curricula.