Active Learning Approaches In Zimbabwean Science And Mathematics Classrooms

Abstract

The aim of this study was to find out whether secondary school mathematics and science teachers are using active learning strategies in their teaching. Ten teachers and nine teachers were observed teaching mathematics and science, respectively. Their knowledge about teaching for active learning and the constraints that impact on them were assessed through subsequent interviews. Although the results showed that the teachers’ knowledge of active learning is consistent with literature, only' incidental aspects of active learning were observed in the lessons. The teachers identified a range of constraints, including those of a curricular, socio-economic, logistical, and professional nature. The potential for increasing the level of active learning in Zimbabwean science and mathematics. classrooms exists. In-service education could make a significant contribution towards the practical realization of this goal.