1. SCIENCE AND MATHEMATICS IN BASIC SCHOOLS IN GHANA
Prof. J. Anamuah-Mensah
EDUIT Consortium
&
Prof. A. Asabere-Ameyaw
Vice chancellor, UEW

2. The Power of the Teacher ‘The assumption that teachers are not powerful is one of the biggest fallacies of our society. As a group they have a power which is second to none… It is they, the teachers now at work and going through Training College who are shaping what [the country] will become, much more than we who pass laws, make rules, and make speeches!’ (Julius Nyerere)

3. Context of SME for Basic Education
Farmers are still using traditional methods of farming;
Scientific and mathematical literacy among the youth is low;
SME has no influence on majority of people;
Low pass rate in SME at BECE & SSSCE/WASSCE
Enrolment of people with poor grades in SME in TTCs
Enrolment in science-based prog. at SHS declined from 30.6% in 2000 to 26.6% in 2005;
Enrolment in science prog. in universities is only 35%.

4. Guiding Philosophy of Education
“…..create well-balanced (intellectually, spiritually, emotionally, physically) individuals with the requisite knowledge, skills, values and aptitudes for self-actualisation and for the socio-economic and political transformation of the nation”

5. Purpose of Basic Science and Mathematics Education
Exciting pupils in things around them;
Develop inquiry, problem solving and creative skills;
Provides foundation for development of human resources for the nation;
Provides capabilities in engineering, science research and innovation;
Produce scientifically literate citizens

6. Weaknesses in SME in basic schools

7. Weakness Persistence of pupils’ misconceptions
Poor performance on CRT and PMT
JICA Baseline Study
TIMSS study

8. Mathematics - JICA data
Pupils found word problems difficult due to weak conceptual understanding and poor English language
In upper primary, weaknesses in ratio, fractions, percentages, division, shapes and decimals
At JSS/JHS, areas of weakness include operation of fractions, proportion, geometry, and measurement.

9. Science - JICA data
Science and mathematics are bedfellows,a good knowledge in maths is needed in science.
Weakness in carrying out simple mathematical procedures embedded in science tasks, eg., conversion of centimeters to meters
Difficulties in recording observations diagrammatically, graphically or pictorially or answer questions in relation to their observations

10. Trends in international Mathematics and science Studies(TIMSS)-Science
The overall performance of the Ghanaian students on the science test was very low- the overall mean score of 255 placed the nation at 45th position(International average:474)
The mean percentage correct on all test science test items for each participating Ghanaian student was 19%.
There was a very large variation in science abilities among the students with some scoring as low as 52 and others scoring as high as 450.
Pupils’ weakest content area was in physics
Students performed well at the “factual knowledge” level instead of the “conceptual understanding” and “reasoning and analysis” levels

11. TIMSS- Mathematics
Ghana’s overall performance in mathematics was poor, placing it in the 45th position- the overall score of 276 was far below the international mean of 467
The mean percentage correct on all mathematics test items for each participating Ghanaian student was 15
Their weakest content areas were in Algebra, Measurement and Geometry
There was a large variation in mathematical abilities among the students with some scoring as low as 130 and others scoring as high as 430
Performance was more at “facts and procedures” level instead of “using concepts”, “solving routine problems” and “reasoning” levels

12. TIMSS- some students’ & teachers’ characteristics
Students’ High index of self confidence in learning
Students’ High index of valuing science
Mean yrs of teaching experience
Ghana
Maths
Science 43 57 82 83 8

13. Curricular issues - TIMSS
No provision made in the curricula for teaching children with different abilities
Students were taught by teachers who were not specialists in maths or science
Teaching was dominated by demonstration and lecture
Students spent considerable time on homework but the nature of home work did not seem to improve their achievement

14. Issues in pre-service teacher preparation

15. What pre-service training has equipped you with…….
Pedagogical content knowledge
Curriculum knowledge
Subject content knowledge
Knowledge of learners and their characteristics

16. Science and Mathematics curriculum
Intended
Curriculum
Implemented
Curriculum
Attained
Curriculum
What society will
Like to be taught
What is actually
taught
What is learnt
goals
experiences
etc.
interaction of
teacher, learner
and curricular
materials
extent of
achievement
of implemented
curriculum

17. Factors influencing science and mathematics education

18. Weaknesses in TE preparation
Low emphasis given to subject matter content during pre-service;
Disconnection between theory and practical application;
Teaching of science and mathematics at the primary level is conducted in English which is not the mother tongue but a foreign medium of instruction

19. A model of factors involved in science and
Mathematics teaching and learning
S & M
content
Community S&M
Community S&M
Pupils’
Performance
in S & M
Method
pupil
S&M Teacher
School
resources for S&M
Community S&M
Community S&M

20. Conclusion
Place emphasis on practical and innovative S&M teaching,particularly, development of scientific skills such observation, recording and interpretation of data - drawing, labeling, graphing
Improvisation of simple expts.
Teach science and maths in the context of everyday life in order to bring out their application.
Being conversant with new syllabuses

21. Science and mathematics subjects
in Basic schools
Primary
1-3
Primary
4-6
JHS
1-3
Natural science
Integrated science
Integrated science
Mathematics
Mathematics
Mathematics
ICT
ICT
ICT

22. The challenge of changing teachers attitudes and practices
Changing perceptions of what constitute good science at the basic level;
Teaching according to the grain of the brain

23. WHAT IS LEARNING?
Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves.
Arthur W. Chikering & Zelda F. Gamson,
“Seven Principles of Good Practice” AAHE
Bulletin , March 1987

24. BEING INNOVATIVE AND CREATIVE IS THE HALLMARK OF A SCIENCE AND MATHEM ATICS TEACHER

25. THANK YOU