Secondary School Pupils’ And Teachers’ Perceptions Of Context-Led Teaching And Learning Of Science

Abstract

The study looked at some Zimbabwean students and teachers’ perceptions about the use of context based teaching / leaming. Questionnaires, teacher reflections and interviews were used to collect data from ten teachers and 350 form three students. The perceptions were sought in relation to the effect of context led teaching on participation, motivation and relevance of science to real life, as well as on conceptual understanding. Most students and teachers viewed the use of the approach positively. The study also revealed that an enabling environment has to be created for the approach to be implemented effectively.