Abstract:
Background
This study examines the lesson organization under the science curriculum of 2007 which
expects to implement the constructivist views of learning science which are embedded in
inquiry- based science teaching through the process of 5E learning cycle at the junior
secondary span.
Methods
A descriptive study with a random sample of schools (16), 36 science teachers, and 4
science instructors from four divisions of the Sri Jayewardenepura education zone in the
Colombo district was carried out. The data collected from observation schedules, teacher
questionnaires and interview schedules were analyzed through qualitative methods.
Results
As revealed, less application of 5E learning cycle to structure lessons which contain
inquiry-based elements, the dogmatic and authoritarian mode of teaching science,
problems in the awareness of the expected role of the teacher (38.8%), interpreting the
expected curriculum by the teaching staff, being less attentive (52.7%) in directing for
effective transfer of learning were prominent. The inadequacies of the present supporting
role of the in-service teacher education programme were apparent in terms of its most
prime objectives. The most frequently used mode of disseminating the curriculum was the
lecturing which may be the major cause for foresaid problems. These findings reveal that
there are disparities among educational divisions and school types.
Conclusions
It suggests revisiting the present system of in-service teacher education programmes
assuring to give science teachers an equal chance to understand the new curriculum
expectations and proper skill in planning flexible and creative lessons
