The Impact of Mastep on the use of practical work in Namibian Science classes

Abstract
This article presents an investigation into the changes in the teaching practices of practical. work in senior science classes in . Namibia The teachers In tlris study are involved in a training programme, the Mathematics and. Science Teacher extensions Programme (MASTEP). Pre- and post-intervention data were collected from eight Biology teachers and four Physical Science teachers. Lesson. plans, worksheets and other documentation were used to characterise practical activities using an established taxonomy. Classroom interactions were audio-taped and transcribed verbatim. Thefindings indicale an increased focus on practical activities aimed moreĀ· at qualitative rather than quantitative understanding of science concepts. In addition, the Post-MASTEP teachers favo1ired small group . work and demonstrations. The changes ili teaching practices are attributed to theĀ· improved PCK that has enabled teachers to align their practice with the assessment system.
Description
Keywords
Impact, Mastep, Practicle, Science, Class
Citation
Kandjeo-M. H. and others. 2006. The Impact of Mastep on The Use of Practical Work in Namibian Science Classes. Zimbabwe Journal of Educational Research 18(1):123-147.