It is universally acknowledged that the body of knowledge known as science has had and continues to have the greatest impact on human development. Accord-ingly, science teachers have a critical role to play in ensuring that every child leaves the formal school system with a basic understanding of the nature of science and the relevance of its applications to national and global development.
It is primarily for this reason that the study of science has been accorded the status of a core subject at all levels of the school curriculum. At the tertiary level some aspects of science, in particular the scientific method of inquiry, has become a major component in many non-scientific undergraduate programmes.
Although science is designated a core subject in Guyana’s school system, few General Secondary Schools (GSS) enter all of their fifth form students – or at least all of those students who are entered for English Language – for at least one science subject at the level of the Caribbean Secondary Education Certificate (CSEC) examination. This marginalisation of science education in Guyana began with the Ministry of Educa-tion policy of offering Community High Schools (CHS’) and Primary Tops (PTTs) the option of entering third form students for the Secondary School Proficiency Examina-tion (SSPE, Part I) with or without science. Limited resources and inadequate guidance, supervision and support for these schools resulted in most CHS and PTTs, as well as some GSS, choosing to drop or reduce the quality and content of the science curriculum offered to these secondary-age students.
The importance of science was also dealt a severe blow when, in 1994, the Caribbean Examination Council (CXC) removed the CSEC double award in Integrated Science. This decision restricted students seeking to specialise in the sciences to selecting the three pure sciences – biology, chemistry and physics – rather than encourage the development of a wider cross-section of students – particularly those that had not made their career choices by the end of Grade Nine – to complete a broader, more balanced science curriculum that would provide the level of content needed to pursue a career in a scientific field.
The abandonment of the CSEC double award in Integrated Science also failed to take account of the fact that there were never enough specialist science teachers for each of the pure sciences to provide all of the nation’s students with equal opportunity to secure access to CSEC in these subjects.
Of the 86 GSS nationwide, only around 20 offer students the opportunity to select and study all of the three pure science subjects for CSEC. Further, only three of the nation’s seven Sixth Form schools offer the pure sciences at the level of the Caribbean Advanced Proficiency Examination (CAPE) or the General Certificate of Education, Advanced Level (GCE A Level).
While the single-award Integrated Science subject is by far the most popular science subject among students the level and content of this subject, even at CSEC Grade I, provides neither an adequate foundation nor a sufficiently strong stimulus for potential science students either to pursue further studies in the pure sciences or to develop a career in a scientific field.
The introduction of the CAPE Environ-mental Science and CSEC Human and Social Biology in 2000 and 2004 respectively, is expected to broaden interest in science by highlighting the relevance of science in solving problems that impact on the development of humankind. However, these subjects do not address the need for the surfeit of graduate scientists, engineers, technologists, doctors and laboratory technicians necessary to sustain national development and to encourage the nation’s young people to see Guyana as a country that offers opportunities for their personal development.
While science-practical activities guides are available for Grades Seven to Nine at the secondary school level the average student performance for the science project component, with a weighting of 25% of the national Grade Nine science examination, is only 10%. This, evidently, is not the kind of preparation needed for the practical School-Based Assessment (SBA) component of the CSEC science examinations. Significantly, few secondary schools have laboratories or workshop technicians to support the teaching and learning of science and industrial technology respectively. These factors may explain why secondary students see the pure sciences as a less attractive option for Grades Ten and Eleven.
Classroom observation of the teaching of science at the level of Grades Seven to Eleven and CAPE point to a strong emphasis on the coverage of subject content. However, there is little if any reference to the various applications of science concepts and/or the role of science in society or of the activities of scientists in the world of work and, by extension, in national development. Simply passing the examination has become the focus at all levels of the education system. Consequently, some secondary schools encourage their pure science students to add subjects like Integrated Science or Human and Social Biology to their CSEC entries even though both have a significant content overlap with the pure science subjects anyway. CAPE Biology students are also encouraged to add Environmental Science to their list of pure science subjects.
Encouraging students to work towards achieving the higher grades at CSEC or CAPE pure sciences would considerably increase student confidence in their ability to pursue careers in the field of science.
The marginalisation of science education in the school system is also reflected in the absence – for the last 14 years – of Science Inspectors to monitor and evaluate the quality of science education being provided by the nation’s primary, secondary and special schools.
Access to diploma and degree programmes in Biology, Chemistry, Physics, Agricultural Science, Environmental Studies, Forestry, and Engineering programmes such as Architecture Civil Engi-neering, Electrical Engineering. Mechanical Engineering and Geological/Mining Engineering at the University of Guyana (UG) is based essentially on the CSEC examination and diplomas from technical institutions. In cases of mature students entry into the University is based on work experience and on the relevant certification from the Institute of Distance and Continuing Education (IDCE). Examination of student performance from these science-based programmes reveals considerable repetition of courses and/or underachievement in chemistry and physics-based courses, particularly in cases where the students did not achieve CSEC Grades I-III in these subjects.
Entry into the University’s Agriculture Science and Forestry programmes requires a CSEC double award in Agriculture Science or a diploma from the Guyana School of Agriculture (GSA). However, while the majority of Agriculture Science students gain University admission through the GSA route these students are known to experience considerable difficulty with the chemistry aspects of the University’s agriculture programme.
Classroom observation of the quality of teaching and learning in some of these science-based programmes reveals that inadequate resources dictate that students work in large groups in order to complete their practical activities. Discussions with undergraduates during and /or upon completion of their practical activities indicate that many of them are unable to hypothesise, design experiments to test hypotheses, predict possible outcomes or evaluate their methodology.
For the period 2001-2006, the output of science and engineering graduates from the faculties of Natural Science and Technology at UG are shown in Table 1, (UG Convocation Booklets, 2001-2006). The programmes in Table 1 require applicants to have CSEC qualifications in the sciences, including Integrated Science. (See Table 1)
For the same period 2001-2006, the number of Bachelor of Medicine, Bachelor of Surge
ry (MBBS) graduates from the Faculty of Health Science was 107, an average of approximately 18 medical doctors per year. Students that wish to pursue the MBBS programme are expected to have achieved CAPE or GCE A-levels in the pure sciences.
When one examines the figures in Table 1, one is faced with the inevitable conclusion that, with the lack of a workforce with appropriate knowledge and skills in the areas of science and engineering, Guyana will not be able to attract serious long-term investment for the provision of goods and services. Guyana will thus continue to be highly dependent upon support from international donor countries and financial institutions for its own development. The rate of development will also be limited due to economic constraints that result from the inability to successfully compete in the rapidly changing scientific and technological global economy of the 21st Century.
For the same period, 2001-2006, the School of Education and Humanities produced only 14 BEd(Science) and 24 BEd(Agriculture) graduates. It should be noted that BEd undergraduates are trained teachers with a minimum of two years appropriate teaching experience. Another 40 science and engineering graduates that were employed as untrained graduate teachers, successfully completed the post graduate Diploma in Education, Dip.Ed.(Science) to become trained graduate science and/or agricultural science teachers.
The Cyril Potter College of Education (CPCE), Turkeyen, with in-service centres at Anna Regina, Georgetown, Linden, New Amsterdam (Primary), Rose Hall (Secondary), and Vreed-en-Hoop, is the institution with foremost responsibility for the training of teachers for the nation’s school system. For the period 2000-2006, with the exception of 2001 for which data was unavailable (U), the output of trained teachers, CPCE Principal’s Report, 2000-2006, specialising in Science is shown in Table 2. (See Table 2)
Primary schools with one class per grade need at least two science teachers to co-ordinate the teaching and learning of science, one for Grades 1-3 and one for Grades 4-6. Secondary schools with three form groups per grade, 40 timetabled teaching periods per week, 10% timetable allocation for Integrated Science throughout Grades 7-11 and an average teaching load of 75% need two trained science teachers. However, if instead of all the secondary students doing only Integrated Science throughout Grades 7-11 but one teaching group is timetabled, for each of the four sciences: Biology or Human and Social Biology, Chemistry, Physics and Integrated Science, two appropriately qualified science teachers could deliver the school’s science programme, but with an increased teaching load of 85%. Such teachers would have to be compensated to generate the high level of commitment needed for an effective delivery of the school’s science programme. Alternatively, the school could seek the assistance of a part-time or underutilised science teacher to cover the additional eight periods of science teaching. Education Departments could also establish a team of peripatetic specialist science teachers to service those science departments that do not have a balanced team of science teachers.
Currently there are about 440 primary schools, inclusive of the early childhood education, 86 GSS, 20 CHS and 250 PTT nationwide. The average annual output from CPCE of approximately seven primary and 12 secondary science teachers clearly highlights the deficit model operating for science education in Guyana. The importance of planning for the sustainable development of science education at all levels of the education sector cannot therefore be ignored. The action plan must include effective supervision, monitoring and evaluation of the quality of teaching and learning of science and on-going training to develop teachers’ competencies to effectively deliver science as a practical problem-solving subject. Incentives could be provided to encourage more students to become specialist science teachers.
Effective Teaching & Learning of Science
In order that science teachers are to be effective in teaching about scientific knowledge and the applications of such knowledge they must themselves have a thorough grasp of the concepts to be taught as well as a sound understanding of the nature of science as a practical problem-solving subject.
Having a thorough grasp of the concepts at the level of CSEC would be expected from a teacher with a recognised qualification in the sciences that is considerably higher than the level of CSEC. A sound understanding of the nature of science would be derived from the teacher who has developed the science process skills for scientific investigations. Science teachers with these skills appreciate that their students need to see and regularly complete practical science activities in order to discover scientific knowledge for themselves. Such teachers will use whatever resources are available to challenge their students to solve problems that are relevant to them. An examination of the personnel records of science teachers can be used to verify just how many of the nation’s CSEC science teachers have these skills and have also acquired the appropriate level of scientific knowledge.
Recommendations:
1. Effective monitoring and supervision of the delivery of the science curriculum to ensure:
1.1 Teaching and learning of science emphasises the development of the science process skills at all levels of the school system.
1.2 Completion of at least 50% of the practical activities provided in the Grades 7-9 Science Practical Activities Guides.
1.3 100% submission of the project component of the National Grade 9, Science, Examination.
1.4 Completion of all CSEC SBAs in accordance with the guidelines provided by CXC.
1.5 Individual school and regional moderation of Grades 7-9 science projects.
1.6 A fully documented action plan for improving the quality of science education at each school.
1.7 Fortnightly, science department meetings to discuss and identify staff training
needs and evaluate progress of the above action plan.
1.8 Primary schools should have science co-ordinators to initiate and sustain development of the science curriculum across Grades 1-6.
1.9 All Grade 11 students that are entered for CSEC English Language must also be entered for the other core subjects including one science subject.
1.10 The curriculum for grades 10 & 11 must be flexible to allow any student to pursue the study of any one of the pure science subjects.
1.11 Students pursuing entry to CAPE Biology must not be allowed to enter for CAPE
Environmental Science.
2. Education Departments should deliver accredited training in science content and methodology for all levels of the school system. Certificates awarded for
successful completion of these courses should then be used in the selection of
suitably qualified teachers for science.
3. The Ministry of Education should establish incentives to attract persons, from the world of work, with science qualifications to become science teachers and develop teams of peripatetic science teachers for CSEC sciences
4. The Ministry of Education should consider transferring the teaching of sixth form
Science programmes to the nation’s technical institutions.
5. The Ministry of Education should develop a policy on Science Education.
6. The Ministry of Education should immediately start to recruit Inspectors for Science to service the nation’s schools system.
Dr. Kenneth Hunte is a science lecturer at the University of Guyana. He served as Director of the Secondary Schools Reform Projects. The views expressed in this article represent the independent perspective of the author.by the nation’s primary, secondary and special schools.
Access to diploma and degree programmes in Biology, Chemistry, Physics, Agricultural Science, Environmental Studies, Forestry, and Engineering program
mes such as Architecture Civil Engi-neering, Electrical Engineering. Mechanical Engineering and Geological/Mining Engineering at the University of Guyana (UG) is based essentially on the CSEC examination and diplomas from technical institutions. In cases of mature students entry into the University is based on work experience and on the relevant certification from the Institute of Distance and Continuing Education (IDCE). Examination of student performance from these science-based programmes reveals considerable repetition of courses and/or underachievement in chemistry and physics-based courses, particularly in cases where the students did not achieve CSEC Grades I-III in these subjects.
Entry into the University’s Agriculture Science and Forestry programmes requires a CSEC double award in Agriculture Science or a diploma from the Guyana School of Agriculture (GSA). However, while the majority of Agriculture Science students gain University admission through the GSA route these students are known to experience considerable difficulty with the chemistry aspects of the University’s agriculture programme.
Classroom observation of the quality of teaching and learning in some of these science-based programmes reveals that inadequate resources dictate that students work in large groups in order to complete their practical activities. Discussions with undergraduates during and /or upon completion of their practical activities indicate that many of them are unable to hypothesise, design experiments to test hypotheses, predict possible outcomes or evaluate their methodology.
For the period 2001-2006, the output of science and engineering graduates from the faculties of Natural Science and Technology at UG are shown in Table 1, (UG Convocation Booklets, 2001-2006). The programmes in Table 1 require applicants to have CSEC qualifications in the sciences, including Integrated Science.
(See table 1)
For the same period 2001-2006, the number of Bachelor of Medicine, Bachelor of Surgery (MBBS) graduates from the Faculty of Health Science was 107, an average of approximately 18 medical doctors per year. Students that wish to pursue the MBBS programme are expected to have achieved CAPE or GCE A-levels in the pure sciences.
When one examines the figures in Table 1, one is faced with the inevitable conclusion that, with the lack of a workforce with appropriate knowledge and skills in the areas of science and engineering, Guyana will not be able to attract serious long-term investment for the provision of goods and services. Guyana will thus continue to be highly dependent upon support from international donor countries and financial institutions for its own development. The rate of development will also be limited due to economic constraints that result from the inability to successfully compete in the rapidly changing scientific and technological global economy of the 21st Century.
For the same period, 2001-2006, the School of Education and Humanities produced only 14 BEd(Science) and 24 BEd(Agriculture) graduates. It should be noted that BEd undergraduates are trained teachers with a minimum of two years appropriate teaching experience. Another 40 science and engineering graduates that were employed as untrained graduate teachers, successfully completed the post graduate Diploma in Education, Dip.Ed.(Science) to become trained graduate science and/or agricultural science teachers.
The Cyril Potter College of Education (CPCE), Turkeyen, with in-service centres at Anna Regina, Georgetown, Linden, New Amsterdam (Primary), Rose Hall (Secondary), and Vreed-en-Hoop, is the institution with foremost responsibility for the training of teachers for the nation’s school system. For the period 2000-2006, with the exception of 2001 for which data was unavailable (U), the output of trained teachers, CPCE Principal’s Report, 2000-2006, specialising in Science is shown in Table 2. (See table 2)
Primary schools with one class per grade need at least two science teachers to co-ordinate the teaching and learning of science, one for Grades 1-3 and one for Grades 4-6. Secondary schools with three form groups per grade, 40 timetabled teaching periods per week, 10% timetable allocation for Integrated Science throughout Grades 7-11 and an average teaching load of 75% need two trained science teachers. However, if instead of all the secondary students doing only Integrated Science throughout Grades 7-11 but one teaching group is timetabled, for each of the four sciences: Biology or Human and Social Biology, Chemistry, Physics and Integrated Science, two appropriately qualified science teachers could deliver the school’s science programme, but with an increased teaching load of 85%. Such teachers would have to be compensated to generate the high level of commitment needed for an effective delivery of the school’s science programme. Alternatively, the school could seek the assistance of a part-time or underutilised science teacher to cover the additional eight periods of science teaching. Education Departments could also establish a team of peripatetic specialist science teachers to service those science departments that do not have a balanced team of science teachers.
Currently there are about 440 primary schools, inclusive of the early childhood education, 86 GSS, 20 CHS and 250 PTT nationwide. The average annual output from CPCE of approximately seven primary and 12 secondary science teachers clearly highlights the deficit model operating for science education in Guyana. The importance of planning for the sustainable development of science education at all levels of the education sector cannot therefore be ignored. The action plan must include effective supervision, monitoring and evaluation of the quality of teaching and learning of science and on-going training to develop teachers’ competencies to effectively deliver science as a practical problem-solving subject. Incentives could be provided to encourage more students to become specialist science teachers.
Effective Teaching & Learning of Science
In order that science teachers are to be effective in teaching about scientific knowledge and the applications of such knowledge they must themselves have a thorough grasp of the concepts to be taught as well as a sound understanding of the nature of science as a practical problem-solving subject.
Having a thorough grasp of the concepts at the level of CSEC would be expected from a teacher with a recognised qualification in the sciences that is considerably higher than the level of CSEC. A sound understanding of the nature of science would be derived from the teacher who has developed the science process skills for scientific investigations. Science teachers with these skills appreciate that their students need to see and regularly complete practical science activities in order to discover scientific knowledge for themselves. Such teachers will use whatever resources are available to challenge their students to solve problems that are relevant to them. An examination of the personnel records of science teachers can be used to verify just how many of the nation’s CSEC science teachers have these skills and have also acquired the appropriate level of scientific knowledge.
Recommendations:
1. Effective monitoring and supervision of the delivery of the science curriculum to ensure:
1.1 Teaching and learning of science emphasises the development of the science process skills at all levels of the school system.
1.2 Completion of at least 50% of the practical activities provided in the Grades 7-9 Science Practical Activities Guides.
1.3 100% submission of the project component of the National Grade 9, Science, Examination.
1.4 Completion of all CSEC SBAs in accordance with the guidelines provided by CXC.
1.5 Individual school and regional moderation of Grades 7-9 science projects.
1.6 A fully documented action plan for improving the quality of science education at each school.
1.7 Fortnightly, science department m
eetings to discuss and identify staff training
needs and evaluate progress of the above action plan.
1.8 Primary schools should have science co-ordinators to initiate and sustain development of the science curriculum across Grades 1-6.
1.9 All Grade 11 students that are entered for CSEC English Language must also be entered for the other core subjects including one science subject.
1.10 The curriculum for grades 10 & 11 must be flexible to allow any student to pursue the study of any one of the pure science subjects.
1.11 Students pursuing entry to CAPE Biology must not be allowed to enter for CAPE
Environmental Science.
2. Education Departments should deliver accredited training in science content and methodology for all levels of the school system. Certificates awarded for
successful completion of these courses should then be used in the selection of
suitably qualified teachers for science.
3. The Ministry of Education should establish incentives to attract persons, from the world of work, with science qualifications to become science teachers and develop teams of peripatetic science teachers for CSEC sciences
4. The Ministry of Education should consider transferring the teaching of sixth form
Science programmes to the nation’s technical institutions.
5. The Ministry of Education should develop a policy on Science Education.
6. The Ministry of Education should immediately start to recruit Inspectors for Science to service the nation’s schools system.
Dr. Kenneth Hunte is a science lecturer at the University of Guyana. He served as Director of the Secondary Schools Reform Projects. The views expressed in this article represent the independent perspective of the author.
