CIM 321

TEACHING METHODS -BIOLOGY

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TOPIC 7:

Aims and Objectives of teaching

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• The aims of teaching Biology are cascaded from the general aims of teaching science across the
educational curriculum

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 Science in the education curriculum has been considered on two main area

1. Science for citizenship

• This is the science that benefit the lay citizen

• It helps the lay citizen to handle science issues in every day life e.g.

heating, feeding farm animals, hygiene e.t.c.

• It also help the lay person interact with the myriad technological devices

in modern society e.g. spraying crops, adding water to an car engine

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 2. Science for professionalism
• This is science designed for professionals and highly skilled people
• These people include teachers, engineers, doctors and researchers
• The two observations therefore guide curriculum designers as they develop science across the
curriculum

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 • The inclusion of general and compulsory science at primary and secondary school
serves the purpose of science for citizen ship
• At primary level, science is offered as a general course. It is not separated
• This provides all learners an overall idea of science, basic, foundations and general
concepts
• At secondary level, the three sciences are separated
• The current curriculum design and exam regulation require that a student take at
least two sciences at KCSE.

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 • The philosophy is that every citizen have sufficient knowhow in science (and
mathematics)
• The regulation is cascaded from the UNESCO, for which Kenya is a signatory of the
principal
“Science for all”
• After secondary curriculum, the candidates are selected for professional courses in
science, where they handle science that contributed directly to national
development.
• These courses include medicine, Veterinary, food science, engineering, teaching,
and so on

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 • Therefore the aims of science education have been collapsed into 4
• Utititarian aim
• Economic use
• Cultural use
• For democratic argument

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 The utilitarian aim
• The argument is that science is used by everyone
• So everyone should have basic skills and knowledge for everyday use
• These skills form the foundation for further learning
• In the western world, the philosophy behind the utilitarian aim is – DO IT YOURSELF in
matters such as
• Refilling fuel in a petro station
• Managing nutrition needs
• Management of physiological and communicable ailments
• Replacing faulty bulbs
• Understanding the principles of crop and animal management
• The do it yourself philosophy helps citizens solve basic scientific issues without necessarily
depending on professional scientists

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 The economic aim
• Most of the strongest world economies are build on high level scientific skills and knowledge
• This means highly skilled personnel contribute positively in the economy by
• Selecting and/or designing quality products e.g. quality animal genetics, superior
automobiles in Japan and Germany, iPad ets
• The quality products attract better prices on the international market
• This generates high gross domestic product to the economy
• The result is better living standards for the citizenry

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 Cultural use
• Science education is designed to enhance understanding, respect and preservation of
culture
• E.g. food preservation
• Feeding on non refined grains (e.g. Uji v/s Juice)
• Breeding techniques
• Prohibition of marriage amongst close relatives
• Chastity before marriage
• Exemption of specific foods to expectant mothers
• Isolation of sick persons
• However, original culture is being replaced by modern science and technology
• Science Education should help communities to enhance their culture with sound scientific
principles

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 4. Democratic use
• Most scientific issues are handled politically
• E.g building of the standard gauge railway require a political decision
• Likewise use of GMO e.g. Maize in a country require a political decision
• Consequently, consumers must understand the science behind a product before they can
make a decisions on whether to utilise it or not
• A scientific literate society will make better and democratic decisions regarding the
following issues of emerging science
• Artificial insemination in human
• Test tube babies
• Genetically modified organisms
• Use of nuclear energy to service the worlds energy needs
• Transfusion of blood

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 Conclusion
Any completer science education program must be designed to accommodate the above aims
of teaching science
So the aims for teaching biology at KCSE are pegged on the above.
The objectives for teaching Biology are informed by the national goals of education and
objectives of secondary education

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 The national goals of education
• Are derived from the general aims of education.
• General aims being broad and often abstract in their expression are unable to offer
particular achievements within specified time limits therefore are used to offer general
guidance on educational intentions
• They also guide the formulation of educational goals.
• Due to their significance in offering specific direction, Kenya has kept reviewing its goals of
education to suit her prevailing circumstances.

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 • At independence in 1963, Kenya inherited a system of education that had been designed in
colonial times to suit the needs of the colonial administration.
• The newly independent government found it necessary to revise the whole school curriculum
and state clearly the national goals of education in an independent state.
• This important task was first undertaken by the Kenya Education commission in 1964 which
became the well-known Ominde Report of 1964.
• The commission outlined six National Goals of Education which the educational system was
expected to fulfil.
• These goals were later revised and as explained by the Kenya Institute of Education (KIE,
2002), they are as follows:

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 The 6 National Goals of Education as at 1964
1. Promoter National development
2. Build International consciousness
3. Promote Social Equality
4. For Individual growth and self-fulfillment
5. Promote National unity
6. Build, respect and develop Kenyan cultural heritage
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 The National Goals of Education (2012)
1. To foster nationalism, patriotism and promote national unity
2. To promote the social, economic, technological and industrial needs for national
development:
a. Social needs
b. Economic needs
c. Technological and industrial needs
3. To promote individual development and self-fulfilment
4. To promote sound moral and religious values
5. To promote social equality and responsibility
6. To promote respect for and development of Kenya’s rich and varied cultures
7. To promote international consciousness and foster positive attitudes towards other nations
8. To promote positive attitudes towards good health and environmental protection
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18 General objectives for teaching Biology

By the end of the course, the learner should be able to:

1) Communicate biological information in a precise, clear and logical manner

2) Develop an understanding of interrelationships between plants and animals and

3) Apply the knowledge gained to improve and maintain the health of the individual,
family and the community

4) Relate and apply relevant biological knowledge and understanding to social and
economic situations in rural and urban settings

5) Observe and identify features of familiar and unfamiliar organisms, record the
observation and make deductions about the functions of parts of organisms
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19 6) Develop positive attitudes and interest towards biology and the relevant practical
skills

7) Demonstrate resourcefulness, relevant technical skills and scientific thinking

8) Design and carry out experiments and projects that will enable them understand
biological concepts

9) Create awareness of the value of cooperation in solving problems

10) Acquire a firm foundation of relevant knowledge, skills and attitudes for further
education and for training in related scientific fields.

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20 Observations

• There are 10 objective for teaching and learning of KCSE Biology

• They are can only be achieved at the end of the entire secondary biology course

• All the general objectives for teaching biology at KCSE are aligned to the national
goals of education and objectives of secondary education

• Similarly they are aligned to the sustainable development goals

• They are designed to develop the biology learner in totality – cognition,

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21 • They are used to design the specific and very specific objectives for every topic
and sub topic

• They prepare the learner for further education and training

• Builds from primary sciences and merges into tertiary training

• Practical activities stressed at all levels

• Respects rich and varied cultures of the Kenya people

• Designed to make individuals resourceful and self reliant

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THE END

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