Abstract:
The study aimed to investigate whether the teaching of Science and Technology in primary schools promotes scientific literacy. Teaching Science for the promotion of scientific literacy has become the major aim of science education in the Twenty-First Century, because of the developments that are taking place in science and technology which are bringing changes in the livelihood of people. Due to inadequate secondary schools and tertiary institutions, to achieve this goal, Malawi has to see to it that the teaching for promotion of scientific literacy in science education starts in primary schools, where the largest population is. The study was guided by the following objectives: (i) to assess primary school teachers’ knowledge of scientific literacy; (ii) to analyse how teachers teach Science and Technology in primary schools for the development of scientific literacy; and (iii) to examine factors that promote or hinder teaching Science and Technology for the promotion of scientific literacy in Malawian primary schools.
This study was underpinned by the constructivism research paradigm and employed a qualitative approach under a multiple case study design. It was carried out under the Kasungu District Educational Manager in Central region, targeting teachers who teach Science and Technology in primary schools. Random sampling was used to select schools; purposive sampling was used to select teachers, and convenience sampling was used by the headteacher to select teachers based on their availability and subject allocation on the school time table. Sample size was dependent on saturation point; hence 8 schools were involved, with two participants at each school. The researcher got consent and clearance from the Mzunirec. Besides, informed consent was sought before the exercise of data collection from
the district education officer, the head teacher and teachers at every school.
Data were collected using semi-structured interviews, lesson observation and document analysis. After data transcription, it was kept in files created on the laptop, flash disks, and hard copies to avoid losing the information. Additionally, data were analysed thematically. The study found that all the 16 teachers demonstrated inadequate knowledge in the area of scientific literacy, and there was the predominant use of teacher-centred methods accompanied by insufficient use of resources, which hindered the promotion of scientific literacy in primary schools during the instruction of Science and Technology.
