OPEN
UNIVERSITY OF SUDAN (OUS)
EDUCATION PROGRAMME
A COMPARATIVE STUDY OF CHEMISTRY
CURRICULA: A CASE STUDY OF SUDAN AND CAMEROON SECONDARY EDUCATION
A THESIS SUBMITTED FOR THE
REQUIREMENTS OF MASTER DEGREE IN EDUCATION (CURRICULUM AND TEACHING METHODOLOGY)
BY: UMANG MOSTAPHA
SUPERVISOR: PROF. MOHAMMED
MUZZAMIL
MARCH 2013
Acknowledgements
I will like to give special thanks
to God Almighty for his blessings and guidance throughout my studies. I wish to thank him for the good health and
for keeping me stable throughout this period.
Special
gratitude goes to my supervisor Dr. Mohammed Muzzamil. Thank you for the
guidance you gave me which inspired and made me able to stay focused and
motivated. In addition, I wish to thank you for the patience in reading over
and over the drafts copies. I achieved so much from your comments and this
helped me a lot to come with my thesis. May the Almighty God bless and protect
you abundantly.
I
want to express sincere thanks to the entire staff of the OUS for their
assistance and guidance.
Special
thanks to Dr. Omer Elsheikh Hago, Dr. Fad Allah Ismail Ali, Mr. Abdulgani and
Hassan Gogo for providing me with all the support and encouragement that
guarded me from the unset to the sunset.
Finally,
I want to express my gratitude to the Vice Chancellor Prof. Faisal Abdalla
Elhag who allowed me to study in Open University of Sudan as a special case.
Abstract
This study aims to compare the chemistry
curricula of the Sudan and Cameroon, at secondary schools, on the basis of
their educational objectives, content, teaching methods and aids as well as teachers’
training and evaluation.
To realize the objectives of the study, a
comparative table, interviews and questionnaire were employed. The study
population centered within six chemistry curriculum expert working in
curriculum offices, universities, teachers training centers, secondary schools
and research centers.
The findings of the study showed that both
chemistry curricula have similar content with different degree of depth. Both
contents are isolated from their educational objectives. More approximately,
both chemistry curricula continue to enjoy glorious obscurity in the teaching
and learning of chemistry. Better still, both chemistry curricula have failed
to lay the foundation upon which scientific break-through can be built upon.
The research was conducted in five chapters.
In the first chapter, the researcher attempts to explain the background of the
study, highlight the objectives, statement of the problem, state the
significance, limitation and methodology of the study. Chapter two attempts the
relevant literature. Chapter three presents the methodology of the study. In
the chapter four, the researcher summaries and analyses the result of the
study. Chapter five contain the conclusions and some recommendations resulting
from the study such as:
1) Thought-provoking laboratories learning
activities should be given central pragmatic rule in both chemistry curricula.
2) A similar study should be conducted on other
science subjects such Physics and Biology.
مستخلص الدراسة
تهدف
هذه الدراسة إلى مقارنة مقرر الكيمياء في مدارس الثانوية في السودان والكميرون من
ناحية الأهداف والمحتويات والتقييم وطرق التدريس، بالإضافة إلى تدريب المعلمين .
استخدم الباحث جداول المقارنة والمقابلات والاستبانة لتحقيق أهداف الدراسة
. وركزت العينة الدراسية على ستة خبراء في مجال مناهج الكيمياء يعملون أساتذة
جامعات، وفي مراكز البحوث العلمية، والمدارس الثانوية، ومراكز تدريب المعلمين.
وأوضحت
الدراسة بأن مقرري الكيمياء في السودان والكميرون متشابهان من ناحية المحتوى، مع
بعض الاختلاف في العمق .
هنالك
اختلاف كبير بين محتوى المقررات وأهدافها التعليمية، حيث أوضحت الدراسة أنَ مقررات
الكيمياء في السودان والكميرون غير مواكبة للطرق الحديثة من ناحية التدريس
والتعليم، وبالتالي لم تحقق وضعا أساسيا معينا للاحتراف العلمي المنشود .
يشتمل
البحث على خمسة فصول، يحتوي الفصل الأول على خلفية الدراسة ، الأهداف ، مشكلة
البحث ، أهميته وحدود البحث ومنهجيته؛ وتناول الفصل الثاني الدراسات السابقة؛
وتطرق الفصل الثالث لمنهجية البحث؛ والفصل الرابع اشتمل على تحليل وتاريخ الدراسة؛
أما الفصل الخامس فقد احتوى على التوصيات ونتائج الدراسة؛ مثل :-
1- ينبغي الحث والتركيز على الجانب
التطبيقي للنشاطات المختبرية في كلا المنهجين في السودان والكاميرون.
2-
ينبغي
أن تكون هنالك دراسة مماثلة في المواد العلمية الأخرى؛ مثل الفيزياء والأحياء.
TABLE OF CONTENT
ACRONYMS
IX
CHAPTER 1 -
GENERAL FRAMEWORK OF THE STUDY
1
1.1
Introduction
2
1.2 The
Problem of the study
3
1.3
Questions of the study 4
1.4
Objectives of the study
4
1.5
Significance of the study
5
1.6 Limits
of study
5
1.7.
Population and Sample of the Study
6
1.8
Methodology of the study 6
1.9.
Definition of Terms
6
CHAPTER 2:
(PART ONE) THEORETICAL FRAMEWORK OF THE STUDY
8
SECTION
ONE: IMPORTANCE OF COMPARATIVE STUDY……………………………………………………………………...9
SECTION
TWO: THE DEVELOPMENT OF SCIENCE EDUCATION CURRICULUM………………………………………11
2.2.1
Introduction
11
2.2.2
Concept of Science
11
2.2.3
Science Education
12
2.2.4
Importance of Chemistry as a Discipline
15
2.2.5
Curriculum Definitions
16
2.2.6
Characteristics of a Good Curriculum 19
2.2.7
Curriculum Development
19
2.2.7.1
Common Procedures of Curriculum Development
20
2.2.7.2.1
Situation Analysis
21
2.2.8
Curriculum Evaluation
22
2.2.9 Curriculum for Secondary Schools
23
2.2.10
Objectives of Secondary Schools Education
23
2.2.11
Curriculum and the Teacher
23
2.2.12
Curriculum and Students 24
2.2.13
Development of Science Education Curriculum
24
2.2.14
Teaching Methods in Chemistry Education
25
2.2.15
Teachers Training
30
2.2.15.1
Teachers Education in Sudan
30
2.2.15.2
Teachers Education in Cameroon 35
SECTION
THREE: THE BACKGROUND OF THE SUDANESE EDUCATIONAL SYSTEM……………………………….39
2.3.1
Introduction
39
2.3.2
Early Foundations of Sudanese Education
40
2.3.3
Missionary Education 40
2.3.4Mahdist
Reforms & Prohibitions
41
2.3.5
Condominium Educational Policy
41
2.3.6
Post-independence Arabization&Islamization 45
2.3.7
Current Educational system in Sudan
50
SECTION
FOUR: The BACKGROUND OF CAMEROON EDUCATIONAL SYSTEM……………………………………..54
2.4.1
Introduction
54
2.4.1
Genesis of Western Education in Cameroon 55
2.4.2
German colonial educational policy
55
2.4.3 The
French colonial educational policy in Cameroon
57
2.4.4 The
British colonial educational policy
58
2.4.5 Post
Colonial Reforms
60
2.4.6
Federal Education Reform
60
2.4.7
Reforms in East Cameroon (Francophone)
61
2.4.8
Reforms in West Cameroon (Anglophone)
62
2.4.9
Current Educational System in Cameroon 63
PART TWO:
RELATED STUDIES…………………………………………………………………………………………………………..74
CHAPTER 3
- : METHODOLOGY OF THE STUDY
79
3.1
Introduction
80
3.2
Instrumentation 80
3.3
Procedure
80
CHAPTER-4:
ANALYSES AND DISCUSSION
82
4.1.
Introduction
83
4.2
Interview and comments of Sudanese experts on the chemistry curriculum for
secondary education:
83
4.3
Interview and comments of Cameroonian experts on the chemistry curriculum for
secondary schools:
93
4.4 A
comparison between the Cameroon chemistry curriculum and the Sudan chemistry
curriculum at secondary school level. 101
4.5. The
researcher comments on the above schedule for chemistry 108
CHAPTER 5
- : Conclusion, Recommendation and Suggestion for feature Studies 109
5.1.
Introduction:
110
5.2.
Findings
110
5.3.
Conclusions and Discussions 113
5.4.
Recommendations
116
5.5.
Suggestions for further research work:
117
REFERENCES
119
APPENDIX
1: Sudanese chemistry curriculum for secondary education.
APPENDIX
2: Cameroon chemistry curriculum for secondary education.
APPENDIX
3: The interview questions used in the study.
APPENDIX 4: the questionnaire used in the
study.
Acronyms
UNESCO: United Nation
Education Scientific and Cultural Organisation
WWI: World War I
WWII: World War II
HE: Higher
Education
ENS:
EcoleNormaleSupérieure
ACU: Association of
Commonwealth Universities
MINESUP: Ministry of Higher Education
MINISEC: Ministry of
Secondary Education
IMF: International
Monetary Fund
UN: United Nation
UK United Kingdom
GCE: General Certificate of Education
UB: University of
Buea
NEA:National Education Association
NOS Nature Of Science
CIS Cooperative
Instructional Strategy
ISETI In- service Education Training Institute
MoGE Ministry of General
Education
MoHESRMinistry of Higher Education and Scientific Research
OUS Open University
of Sudan
ODL: Open and distance education
DIPES I: Diploma for Teaching in First Cycle Secondary Ed.
DIPES II: Post graduate Diploma for Teaching in Second Cycle
Secondary Ed
List of Tables
Table 1: The
different educational system in Cameroon and Sudan……………………………………..71
Table 2:
Summary of Cameroon educational system……………………………………………………..72
Table 3: Summary
of Sudan educational system………………………………………………………….73
Table 4: The
comparison between the Cameroon and Sudanese curriculums …………………………..101
List of figures
Figure 1: Elements of Science………………………………………………………….………………14
Figure 2: Triangular metaphor of
teaching…….……………………………………………………….26
Figure 3: Tetrahedral
metaphor of teaching …………………………………………….…………….27
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