Investigation on the use of local Language for enhancement of Science Education in the thematic curriculum in the selected primary schools in Nakifuma sub county, Mukono District.

Abstract

The thematic curriculum was rolled out in primary schools in Uganda in the year 2007. This was a recommendation of a report by the Education Policy Review Commission of 1989. The study examined the status of implementation of the Thematic Curriculum, the local language terminologies that enhance Science Education in the Thematic Curriculum and the folklore attributes that can be used to teach Science in lower primary. A cross sectional survey research design was employed in the study. Data was gathered by purposive and snowball sampling. A total of 60 persons were involved in the study, 30 of these were teachers in lower primary and 30 were elders from the traditional community. The findings indicated that majority of the teachers understand the thematic curriculum and are aware of the science in it, though not able to mention the local language terminologies they use to teach Science. Majority do not use teaching aids because of inadequate resource books in local languages. Results also indicated that Luganda has a well-developed vocabulary used as Language of Teaching and Learning (LoTL) science, though more development is required to include more scientific terms. The language has folklore attributes that can be used to enable students learn science. The study concluded that the teaching of science using local language is generally not being conducted well. The teachers have inadequate skills to translate folklore attributes such as songs, poems, riddles to teach science in the thematic curriculum. The study recommended that teachers should be trained to use the local languages as LoTL in their teacher training colleges, and resource materials in local languages are needed to teach science and teachers should learn to use folklore to teach science.