Implementation of Constructionist Learning Objectives in the Physics Syllabus for Tanzanian Ordinary Secondary Education

Abstract

This study investigated the context in which physics constructionist learning objectives are implemented in Tanzanian Ordinary  secondary schools as per physics syllabus. Educational design research (EDR) methodology was employed. The study examined the  number of physics constructionist learning objectives (CLOs) in the syllabus, the implementation status of these CLOs in schools, and the  implementation challenges of CLOs. A total of 206 respondents, including 192 Form IV students, 12 physics teachers and 2 physics  curriculum development coordinators participated in the study. Data were collected using documentary review, focus group discussion,  questionnaire and interview. Data analysis was carried out quantitatively and qualitatively. The study revealed that there are 20 CLOs in  the 2007 physics syllabus for Ordinary Secondary Education. Findings showed that most secondary schools did not implement  constructionist learning objectives as per the syllabus due to multiple challenges faced. The study concludes that there is a mismatch  between curriculum intentions and the implementation practice in schools. Based on these findings, it is highly recommended that the  multiple challenges hampering the implementation of physics CLOs in schools be addressed by the government and other responsible authorities. It is also recommended that a study be conducted to investigate key characteristic components of the constructionist  learning environment for enabling and enhancing the implementation of physics CLOs in Tanzanian secondary schools.