1. 1 The Microscience Project and Its Impact on Pre-Service and In-Service Education John Bradley Centre for Research and Development in Mathematics, Science and Technology Education (RADMASTE Centre) University of Witwatersrand

2. 2 The Education Cycle & The Radmaste Approach Radmaste Projects CEMPCEMP R CESPCESP TTPSPTTPSP TTPSPTTPSP Colleges of Education SEMASEMA ETHNOETHNO R Secondary School Primary School TEACUPTEACUP DISTEDDISTED MHIPMHIP CAPMECAPME TTPSPTTPSP RR R REMAPREMAP MRSCMRSC ENVIROENVIRO MICROSCIMICROSCI MAESTROMAESTRO EMSCEPEMSCEP WISEWISE R R R Includes a funded research component R

3. 3 Colleges of Education Science Project (CESP) Initial Situation:  3 year diplomas for primary and secondary teachers  More than 100 colleges preparing majority of teachers  A new and very different college curriculum  Traditional methodologies

4. 4 Colleges of Education Science Project (CESP) (cont.) Initial Situation:  Training – not education  Poor infrastructure  Limited teaching and learning resources

5. 5 Colleges of Education Science Project (CESP) Intervention-Workshop Courses:  2 per year for 5 years  3 to 5 days duration  60 college science lecturers  New teaching materials

6. 6 Intervention-Workshop Courses:  Learner-centered methodology  Science-technology-society (STS)  Industry visit  Social event Colleges of Education Science Project (CESP)

7. 7 Colleges of Education Science Project (CESP) (cont.) Outcomes:  Improved science lecturers:  Science equipment survey  Research into teaching methods  Published books for college science curriculum  Initiation of microscience project

8. 8 Decline of CESP Rationalization:  50% disestablished in 5 years  Government funds reduced  New school curriculum initiated  Colleges linked to universities in the same province

9. 9 From CESP to Microscience Practical science at the college:  Traditional experiments  Limited TRADITIONAL EQUIPMENT  Poor methodology  Little relationship with school classroom realities  Disinterest in improvisation

10. 10 From CESP to Microscience (cont.) Implications of needs:  Low-cost, convenient, versatile equipment  Low initial and running costs  Learner-centered principle  In-service education

11. 11 The Initial microscience conception The RADMASTE basic microchem kit for students:  Lower cost  Safer  Less environmental impact  Specially-designed components  Versatile

12. 12 The Initial microscience conception (cont.) The RADMASTE basic microchem kit for students:  Unbreakable  No laboratory required  Convenient  Supported by pre-prepared chemicals, teachers guide, student worksheets

13. 13 Microscience in the colleges Outcomes:  Lecturers found it more convenient  Students found it more relevant  Corporate donors purchased for colleges  Some colleges purchased themselves  Introduced into teaching practice

14. 14 Growth of the microscience project More than 1000 schools in South Africa:  Cooperation with UNESCO and IUPAC  Introductory workshops in 30 countries  Pilot projects in 12 countries

15. 15 Growth of the microscience project (cont.) More than 1000 schools in South Africa:  Extensive implementation in 3 countries  Translation of worksheets and teachers guide into French, Russian (part) and Arabic (in progress)  Kits for electricity, biology, water quality, more advanced chemistry, primary general or integrated science

16. 16 Outcomes associated with the microscience project  Positive attitudes  Concept learning  Dependence on teachers  Public awareness

17. 17 In-service teacher education

18. 18 Curriculum 2005: Outcome Based Education (OBE) in South Africa (1997-) Learner-centered education: terminology  Critical outcomes  Specific outcomes  Expected levels of performance  Range statements  Phase organizers  Learning areas

19. 19 Curriculum 2005: natural sciences learning area “Experimental work is a defining characteristic of the natural sciences…wherever possible, practical work should involve active pupil participation”

20. 20 Meeting the challenge of implementing learner-centered and practical science with microscience  Provide cost-effective access to practical science  Inherently learner-centered  Convenient for teachers  Helps achieve equity in education  Fits any science curriculum