Why Most Science Teachers Do Not Utilize Inquiry-Based Instruction - Ssempala, Fredrick
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This book is very useful to all science teacher educators, policy makers and school administrators who are working very hard to improve the teaching and learning of science in developing countries. I discuss the reasons why science teachers have continued to teach science using traditional lecture method in despite the effort by many developing countries investing in constructing modern laboratories and also training the in-service science teachers in modern pedagogy. I conclude the book by giving the strategies needed to improve the pre-service and in-service teacher education in developing countries like Uganda…mehr

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Produktbeschreibung
This book is very useful to all science teacher educators, policy makers and school administrators who are working very hard to improve the teaching and learning of science in developing countries. I discuss the reasons why science teachers have continued to teach science using traditional lecture method in despite the effort by many developing countries investing in constructing modern laboratories and also training the in-service science teachers in modern pedagogy. I conclude the book by giving the strategies needed to improve the pre-service and in-service teacher education in developing countries like Uganda
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Autorenporträt
Fredrick Ssempala ha conseguito un dottorato di ricerca (educazione scientifica) presso l'Università di Syracuse, New York, USA, un M.Ed. (chimica), un P.G.D.E (chimica e biologia) e una laurea (con lode) presso l'Università Makerere, Kampala, Uganda, e un ODST (chimica e biochimica) presso l'Università Kyambogo. Fredrick ha una vasta esperienza come sviluppatore/valutatore di curricula e formatore di insegnanti.