Developing a framework for integrating citizenship education in the pedagogy and assessment of science practical work: the case of combined science in Zimbabawe

Abstract

Zimbabwe is implementing a competence-based educational curriculum in response to the socio economic challenges faced by the country. With regard to science education, the competence based curriculum aims to expose learners to science practical work using pedagogies and assessments that are learner-centred and would foster self-reliance of the citizens. The current researcher focused on collecting data on the pedagogies and assessments that were used in the implementation of the competence-based curriculum in the teaching and learning of Combined Science practical work in relation to the agenda of citizenship education. The current research was carried out using a mixed methods research approach where a cross-sectional survey (a quantitative research design) and a multiple-case study (a qualitative research design) were both employed. The four sampled schools were in the Midlands province of Zimbabwe, namely Takudzwa Secondary School, Tatendashe Secondary School, Nothando Secondary School and Tivongereiwo Secondary School. The cross-sectional survey was conducted with five hundred and ninety-three (593) Combined Science teachers who were Combined Science examiners with the Zimbabwe School Examinations Council (ZIMSEC) in 2019. The research results indicated that science practical work was generally very limited in Zimbabwean secondary schools. It was also noted that science practical work was not linked to science citizenship education during the teaching and learning process. The research concluded that there was a general lack of integration of citizenship education to the pedagogy and assessment of Combined Science practical work as the programme lacked clarity, policy direction, resource support, monitoring and evaluation. The current researcher then developed a framework that may enhance the integration of citizenship education in the pedagogy and assessment of science practical work. The framework outlines that effective citizenship education has to be anchored by eight pillars of support which were identified from the results of the current research. The eight pillars of support, needed to support and sustain science citizenship education, are educational policies, staff-development, community challenges and needs, science content and objectives, constructivist pedagogies, constructivist assessments, programme monitoring and evaluation, and programme resource allocation. The eight pillars of support should be firmly in place for citizenship education to be effectively integrated to the pedagogy and assessment of science practical work.