Coping and control: science teaching strategies in Botswana

Abstract

In the midst of a massive expansion of the Botswana Education system at junior secondary level, the Integrated Science curriculum is seen as successful by senior Ministry officials and is in operation in the schools. A classroom observation study of the implementation of this science curriculum has, however, revealed large discrepancies from Ministry intentions. Teaching and learning in the schools is in a second language, English, which means the exchange of ideas is problematic for many students. Concentrating on verbal interactions in the classrooms and using an analysis based on the exercise of power, this paper identifies recurrent teaching strategies utilized by teachers and their effect on the learning environment. It offers a descriptive analysis of the effect of this teacher‐centered approach on the development of manipulative skills which, it is claimed, are central to the curriculum.