Teaching Science outside the Classroom, a Curriculum Perspective: A Study of Selected Secondary Schools in Uasin-Gishu County, Kenya

Abstract

The study aimed at analyzing the relationship between secondary school science curriculum and the provision of out-door learning activities. A causal research design was used in executing the study. Through a questionnaire and interview schedules, data was collected from 135 teachers from in Gishu County, Kenya. Bi-variate correlations were employed to establish the relationship among the variables. Finally, multiple regressions were used to analyze the effect of the curriculum on the use of out-of-class activities as instructional media in the teaching of biology. Study results indicated a statistically significant relationship between the biology curriculum and the use of out-of-class activities. The generalizability of the findings is limited as the study focuses only on a few schools in Kenya. This research makes it clear that learners can benefit from effective outdoor instruction. However, despite such positive research evidence and the long tradition of outdoor learning in this country, there is growing evidence that opportunities for outdoor learning are in decline and under threat. It is therefore recommended that there is an urgent need for policy makers at all levels and in the education programs, especially in secondary school science to consider their role in: tackling barriers that stand in the way of the provision of effective outdoor instruction for all students, encouraging development of knowledge, attitude and skills in teachers thus promoting outdoor learning in science. This study contributes to the theoretical and practical knowledge by providing the evidence about factors affecting science teaching. It is also expected to extend the knowledge on out-door learning.