1. This project facilitated the production of learning materials for two units in the junior secondary science syllabus in Swaziland. A cross-section of practising teachers was involved in the creation and trialling of the materials.
2. These new materials, called the Matsapha Lessons, replace the standard SWISP (Swaziland Integrated Science Project) units, and have a technological approach to science, characterised by three aspects:
(i) contextualisation - linking science to everyday life and the experiences that students may have had or are likely to have(ii) application - helping students to select and apply their science knowledge to solve problems
(iii) investigation - developing science investigative abilities to help students to design and execute valid practical tests.
3. An INSET induction programme, including a detailed workshop manual, has been developed to introduce the materials to teachers. The effectiveness of various features of this induction programme has been evaluated longitudinally in terms of teacher adoption and implementation of the novel teaching approach, and in terms of student attainment and attitude.
4. Data show that after completion of the induction workshop almost all participating teachers have a good grasp of the contextualised nature of the teaching approach, and two out of three teachers appreciate application and investigation aspects. These proportions remain the same for the reported implementation of the various aspects in teaching, except for investigation which decreases to under half of the cohort. Teachers revert to the perception that any practical work is investigative.
5. The induction strategy included pre-workshop tasks comparing existing practice with the new approach. These tasks were executed by only few teachers, not because of the difficulty of such tasks, but because of the majority's expectation of INSET as 'being told what to do'.
6. Some teachers view peer-teaching with anxiety. However, at the end of the induction workshop and also after class use of the materials, this activity was perceived as valuable in providing a good overview of the units and of the range of learning activities. Peer teaching is also seen as an effective way to facilitate the understanding and adoption of contextualisation. An understanding of application is aided more effectively through group reflection guided by the INSET leader. The implementation of investigative work in the new materials is aided best through exemplary hands-on practice.
7. The inclusion of a teacher with previous teaching experience with the novel materials as an INSET leader is not necessarily seen as providing much added value. General credibility of INSET providers as knowledgeable of classroom practice is sufficient for most teachers.
8. Some teachers see in-class support by the INSET providers as beneficial for students while others see it as a personal development. Such support is difficult to arrange for practical reasons. The effectiveness of in-class support depends on perceived equality of standing between the teacher and the supporting expert, and the avoidance of a 'teaching-practice situation'.
9. Data show that the effectiveness of the induction strategy is related to the background of participating teachers. More than half of the INSET group may be characterised as innovators. Classroom innovation is most likely to arise from this type of INSET provision through support of qualified teachers, experienced or inexperienced, who are secure in their science knowledge and are able to see the benefits of new approaches to teaching and learning.
10. For teachers without professional training, or for non-science specialist teachers, such INSET to introduce new teaching methods needs to be preceded by content confidence building, and a basic awareness of teaching methodology.
11. A greater degree of implementation of the new approach may be achieved if the INSET activities consistently focus participants on the improvement of their students' learning, rather then their own teaching.
12. The attainment of the students, using the Matsapha materials, is similar to a comparison group, using the SWISP materials. However, the experimental students are under-performing as they show significantly higher attainment in a benchmark test. This under-performance is less pronounced for students of teachers who have internalised the new teaching approach more fully. The learning materials do not counteract any gender differences in attainment.
13. Although the Matsapha Lessons explicitly include exercises aimed at the application of science concepts and the design of practical investigations, these abilities are only slightly better displayed by the experimental group than a comparison group, and then mainly amongst the high achievers. However, more students in the experimental group pay attention to procedural issues such as controlling variables and increasing reading accuracy.
14. Observational studies show that student interest and participation is raised by context-led lesson introductions. Effective contexts fall in three categories; those contexts to which students are able to relate, but need not be familiar with; those contexts where students perceive themselves as experts; and those which are contentious, i.e. those referring to a conflict between science and traditional culture or religion.
15. Girls' preferred learning activities are independent of the science topics. Contextualised learning activities, such as doing plays and reading stories, are highly favoured by both boys and girls and are specifically able to maintain girls' interest in 'boys topics' such as circuit electricity. Students are indifferent towards learning activities requiring application of concepts, such as identifying science in everyday life although they say they value the linkage. A significant gender difference is found in the popularity of investigative work. Although mainly disliked, activities such as solving practical problems and planning an experiment are more favoured by boys, but only in specific contexts. In such cases, boys overcome the strongly-felt reluctance of taking responsibility for their own independent thinking.
16. Monitoring of teachers' behaviour during their participation in materials provides evidence for considerable professional growth. Teacher acceptance of curriculum innovation is facilitated by their self-perception as curriculum innovators. A tentative model for monitoring and documenting professional development, and relating it to acceptances of curriculum innovation is proposed but this needs to be tested in further research.
