Practical Work in Science and Mathematics Education in Zimbabwe

The ongoing discourse on enhancing science and mathematics education through experiential, contextually grounded methods in Zimbabwe is being furthered by Practical Work in Science and Mathematics Education. This book is driven by the increasing recognition that hands-on, inquiry-based learning is essential for comprehending and implementing scientific and mathematical concepts, particularly in the context of Zimbabwean learners and educators' lives.

There are five chapters in the book. Chapter 1 delves into the history of practical work in science and mathematics education from the colonial era to present-day Zimbabwe, exploring policy shifts, curriculum reforms over time, and pedagogical transitions. The second chapter explores the theoretical foundations of theory, utilizing constructivist, experiential, and competency-based learning theories to guide practical teaching methods. The third chapter delves into the significance of practical work and explains how it contributes to the development of scientific proficiency, mathematical knowledge, and critical thinking.

The fourth chapter examines the assessment of real-world tasks, presenting models and techniques that reflect the Zimbabwean curriculum's commitment to authentic and ongoing evaluation. The article underscores the significance of incorporating formative and summative assessments into classroom instruction to enhance learner engagement. Chapter 5 addresses challenges to practical work, focusing on systemic, infrastructural, cultural (test-based) development and professional development that interfere with the effective delivery of practical learning.

The purpose of this book is to assist educators, curriculum developers, policymakers and researchers, as well as teacher educators in enhancing science and mathematics education in Zimbabwe that is focused on the student and their context. It provides both theoretical and practical guidance, with the objective of bridging the gap between curriculum intent and classroom reality. Moreover, it confirms the importance of practical work in preparing learners not only for exams but also for life, innovation and development in Zimbabwe and globally.