Education in Africa 
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| Title: | Nature of science (NOS) in science education: possibilities and constraints in a developing country, Zimbabwe |
| Author: | Shumba, Overson |
| Year: | 1993 |
| Periodical: | Zimbabwe Journal of Educational Research (ISSN 1013-3445) |
| Volume: | 5 |
| Issue: | 2 |
| Period: | July |
| Pages: | 154-189 |
| Language: | English |
| Notes: | biblio. refs. |
| Geographic terms: | Zimbabwe Southern Africa |
| Subjects: | science education education developing countries |
| Abstract: | This paper examines contemporary thinking and understanding of the nature of science and science learning and shows how this understanding can help African education systems achieve their modern science and technology education goals. A brief survey of 'traditional' science is presented as a prelude to a discussion of the nature of science, the role of the history and philosophy of science in science teacher training, and factors and constraints that qualitatively influence both the pace and effectiveness of progress in science and technology education, with reference mainly to Zimbabwe. The author concludes that both graduate and nongraduate preservice teacher preparation programmes need to produce 'educated' teachers, not 'trained' teachers. Their knowledge can be gained through a study of the history and philosophy of science. It is also imperative that African education systems examine students' and teachers' understanding of the nature of science in relation to the influence of their indigenous knowledge and belief systems, and examine courses of action through which greater professionalism, autonomy, and participation of science teachers might be achieved. Bibliogr., sum. |