Curriculum Change in Science Education: The case of Botswana

Abstract

This paper identifies changes that have occurred in science education in Botswana. The paper indicates that changes in content, objectives, instructional strategies, assessment procedures and teaching materials.  Changes in Botswana science curricula were a result of changes in developed countries especially Britain. The changes were also introduced to make Botswana science curricula relevant and meaningful to learners. Benefits such as training technicians, preparing the nation for technology were derived from changes in science curricula. However some changes were not all beneficial to Botswana. There was a lack of teaching materials, science specialists for various science disciplines. In conclusion implications for teaching new curricula were discussed.

Keywords: Curriculum change, Science Education, Botswana