Examining The State Of Science Teaching In Preprimary Schools In Dodoma Municipality; Tanzania

ABSTRACT

This study examined the state of science teaching in pre-primary schools in Dodoma

Municipality, Tanzania. The study employed mainly a qualitative approach, with

some quantification of specific phenomena. It utilized a case study design focusing

on ten pre-primary schools in Dodoma Municipality and guided by the Context,

Input, Processes and Products model. There were 50 informants sampled purposively

(school heads =10; teachers=10; parents=10; and pupils=20). Data were collected

through observation, interviews and documentary review. All the data collected were

subjected to thematic analysis and interpretation techniques.

The findings from the study revealed that pre-primary schools suffered from acute

shortage of teaching and learning resources such as classrooms, toilets, playgrounds,

furniture, science text books and teacher guides. The insufficiency of teaching and

learning resources deprived pupils of the opportunity to engage in meaningful handson-

activities, thereby rendering science teaching and learning less successful.

Further, the findings indicated that teacher centred approach was most used instead

of the child-centred approach in both public and private pre-primary schools.

Based on these findings, it was concluded that teacher qualifications and resource

availability for children‟s hands-on-activities were critical in the teaching and

learning science in early childhood. To improve science teaching in early childhood,

the study recommends that the early childhood policy needs to be revised with

special attention to teacher training and resource availability.

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