education africa

Dear Bs. Ed III class, your class president should help you to form groups of 6 and do the following assignments:

Assignment 1

Name and describe one misbehaviour you observed during the previous school practice and show how you would manage the misbehaviour.

Date and time of handing- in:

Wednesday 1st September 2010, before 2:00 pm.

Assignment 2

Using justification from the previous school practice experience, describe the content you would wish to be included on a school Guidance and Counselling curriculum.

Date and time of handing-in:

Wednesday 8th September 2010, before 5:00 pm

Aloysius Rukundo, Instructor.

MBARARA UNIVERSITY OF SCIENCE AND TECHNOLOGY

FACULTY OF SCIENCE

DEPARTMENT OF EDUCATION FOUNDATIONS AND PSYCHOLOGY

COURSE OUTLINE: CHEMISTRY METHODS

 

AIM:

The general aim of this course is to ensure that the student teacher becomes a good chemistry teacher in secondary school. He/she should be able to impart knowledge, skills, values and beliefs in Chemistry and Science in general.

 

Course objectives:

1. To expose the student teacher to educational, scientific and co temporally issues that affect or upon which the teaching of Chemistry is based.
2. To expose the student teacher to a variety of teaching methods in Chemistry for effective teaching.
3. To expose the student teacher to various laboratory arrangements for easy use, safety and security.
4. To expose the student teacher to various scientific skills and responsibilities of teachers and other staff.
5. To expose the student teacher to various forms of assessment and evaluation

YEAR TWO:

EDU 2105:  SPECIFIC TEACHING METHODS IN CHEMISTRY

History of Science education: (4 hours)

      The Nuffield project

      History of science education in Uganda

      Pre-colonial

      Colonial and Post- colonial periods

Curriculum Development: (6 hours)

      Types of Curriculum

      Why develop a Curriculum?

      Rationale for Curriculum development, Content, Goals, Objectives and Materials development

Methods of teaching Chemistry: (6 hours)

      Question and answer

      Lecture

      Discussion

      Demonstration

      Project

      Problem solving

      Experimentation

      Brainstorming

      Factors to consider when choosing a method of teaching

Types of Syllabi 5hours)

      Teaching Syllabi

      School teaching Syllabi

      Examination Syllabi

      Scheme of Work

      Lesson plan

      Lesson preparation and Presentation

      Motivation of Learners

Preparation of Practical lessons 5 hours)

      Why should teachers carry out the experiment before giving it to the class?

      Obtaining the correct values during experiments

      The first aid box

      Safety and the teacher

Teaching Practice (6 Hours)

      Micro teaching

      Teachers as classroom managers

      Teaching of selected topics

Third year

EDU 3105: SPECIFIC TEACHING METHODS IN CHEMESTY:

Basic concepts in educational measurement: (6 hours)

      Measurement

      Test

      Assessment

      Evaluation

      Why examine?

      Effects of Examinations

Construction of Classroom tests: ( 6 hours)

      Types of tests

      Multiple tests

      Short answer tests

      Essay tests

      The marking scheme

      Scoring tests

Aspects of laboratory design: (6 hours)

      Laboratory lay out

      Construction of a laboratory

      Equipment

      Storage and stock taking

Learning resources and Materials development: (8 hours)

      Teaching aids, importance, classification and use

      Audio visual, Models, real objects, display boards, Projected aids: TV, radio, Projector, Reprography, extra

Duties and Responsibilities of : (4 hours)

      Head of Department

      Laboratory technician

      Laboratory attendants

 

 

REFERENCES:

      A guide to teaching practice by L.Coherr and L Marion

      Micro teaching . A programme of teaching skills by G. Brown

      Theory and practice of education by G.A Benuaurs, J.E. Otiende, Bro. Bisvert

      Curriculum Studies by A. Urevubu

      Curriculum in vocational and Techinical Education, Planning and Implementation by Curtis, Finch and Crunkiliton

      Curriculum Development by George Bishop

      Teaching, Learning and Assessment in Science Education by Dee Edwards, et al

      Questioning and explaining in Classrooms by Trevor K

      Teaching today: A practical guide by Petty Geoffrey

 

                                               GOOD LUCK

CULTURE

Uganda enjoys a rich cultural heritage stemming from the country’s ethnic diversity.

Uganda is country with a pronounced pluralistic society. Deep-rooted demarcations

 

permeate the fabric of society in population structures and locations, languages,economic activities and religious beliefs and so on. As a result of colonial rule, new

religions, modernization, and education cultural practices have undergone some

changes, and adherence to tradition is not as strong as it once was. However,

traditions in marriage, dress, and diet still hold. Settlement is generally dispersed.

Language Structure

More than forty languages are spoken in Uganda

may be classified into four major language groupings: Bantu, Nilotic (western

Nilotes), Nilo-Hamitic (eastern Nilotes), and Sudanic. There are differences within

each group. The Bantu groups occupy most of the southern half of Uganda. The

Nilotic (Luo) speaking groups occupy the central section of northern Uganda, while

the Nilo-Hamites live in the northeast and the Sudanic in the northwest.

The Bantu tribes comprise: Bafumbira, Baganda, Bagisu, Bagwe, Bagwere, Bakenyi,

Bakiga, Bakonjo, Bamba, Banyankole, Banyarwanda, Banyoro, Banyuli, Basoga,

Batoro, Batwa, and Samia.

The Nilotics comprise: Acholi, Alur, Jonam, Langi, Luo, and Padhola.

The Nilo-Hamites comprise the Iteso, Kakwa, Karimajong, Kumam, Labwor, Sebei

Pokot (Suk), and Tapeth.

The Lendu, Lugbara and Madi make up the Sudanic group.

The official language in Uganda is English. Swahili is spoken and understood by

some but has not been accepted as the lingua franca.

Religion

The major religions in Uganda are Christianity, to which about 85% of the people

nominally belong, and Islam, of which 11% are followers. Those who do not fall

within these two broad categories practise either the traditional (animist) religions or

are atheists.

Composed by Eunice Ndyareeba, Imelda Kemeza, Dennis Zami Atibuni, Mary Kobusingye and Gladys Nakalema of Mbarara University of Science and Technology

I remember as if it was yesterday,
When my teacher taught me to write my own name
And now I can write as many words as the stars in the sky.
I remember when she taught me vowels and alphabet
I remember well how she swung in front
With a piece of chalk in one hand and a stick in another
She asked me to repeat after her from A-Z
I remember how she sweetly said “Good girl” to me
For every letter I put in its right position.
And that was perfect motivation to me-
And shortly I mastered all to please her.

I chose to write the way she wrote
From the time she taught me alphabet
I liked to play Net-ball because my teacher did
I chose to work tooth and nail because I expected a reward
I chose to be a teacher because my teacher was.
Now I know why one thinker said;” Tell me your friend and I will tell you what you’re”
And I know why the father of Behaviourism once said, “Give them to me,
A dozen of healthy infants, and I will make them what I choose…”

But then,
Am I really a simple mediator between Behaviour and Environment?
Am I nothing more than the World in which I grew?
Because I remember in my form ONE my teacher taught me how to write my name
And now I can write as many as I want.
I sometimes found myself in self talk
Just because I had to imitate the person I believed knew all I needed to know.

What about the inner mechanism of my thought?
And if my teacher only taught me how to write my name,
What is the secret behind my capacity to write hers as well?
And what did Linguist Chomsky mean when he said
That I am biologically pre-wired to learn language?
He said that I am born with a Lang acquisition device.
Yes, language could not be acquired purely through conditioning
It’s the power of mental functions!

Am I a product of both the environment and the internal mental states?
Must we embrace both Behaviourism and Cognitivism?
And which is the best way to achieve the best Education?