Abstract

The aim of the study was to explore the teaching of Social and Environmental Sciences in primary schools in Malawi using a theoretical framework of contextual teaching and learning. This study used a qualitative multiple-case study design involving three teachers as cases. Data were generated through lesson observations, in-depth semi-structured interviews with the head teachers and the teachers, and focus group discussions with learners. Data were analysed using thematic data analysis procedure. The findings indicate that although, to a larger extent, teachers adopted learner-centered methods in teaching, there was limited use of principles of contextual teaching and learning. Particularly, teachers displayed limited knowledge on how to use teaching and learning resources to promote contextual teaching and learning. Another finding is that teachers faced several challenges in teaching which limits learners’ understanding of issues in Social and Environmental Sciences. The main argument of this study is that there was limited teaching of issues in Social and Environmental Sciences to take learners beyond knowledge level to the development of skills, positive values and attitudes on social and environmental issues. One major recommendation is that Teacher Training Colleges should orient student-teachers on how to use principles of contextual teaching and learning.

More details

School	: School of Education
Issued Date	: 2007

Download full document