Abstract
The paper examines how students’ science knowledge is a constraint in developing interests in science studies. There are three objectives that guided the study on which this paper is based: examining student’s background knowledge about science and its related careers; assessing student’s awareness on science related professions; and examining the availability of various sources of science knowledge in schools for developing interest in science subjects in secondary schools. A total of 246 respondents participated in the study; and these included 60 teachers, 180 students and 6 heads of schools. The data were collected through questionnaire, interview, focus group discussion, and observation checklist. The data obtained was analyzed both quantitatively, by calculation of frequencies and percentages; and qualitatively, through thematic or content analysis. The findings revealed that students had low knowledge about science and its related occupations, and this was reflected by inadequate and unreliable sources of science information, poor mythology, and stereotypes towards science and its related professions. In turn, these interfere with students’ learning, resulting to dissuasion in selecting science subjects as pathways to one’s future career. The study also identified differences between student’s science knowledge base, which were influenced by poor identity and perception towards science, scientists, and towards science related careers.
Recommended Citation
F. Kalolo, John and J. Kafanabo, Eugenia
(2012)
"Students’ Science Knowledge as a Constraint In Developing Interests in Science Studies among Secondary School Learners in Tanzania,"
Journal of Humanities and Social Sciences: Vol. 1
:
No.
2
, Article 1.
Available at: https://doi.org/vlm1.2.10
Included in
Family and Consumer Sciences Commons, Science and Mathematics Education Commons, Secondary Education Commons