Developing Instructional Processes for Competency Based Learning of Integrated Science at Junior Secondary School in Kenya

Abstract

Curriculum reforms world over indicate an overwhelming acceptance of Competency Based Learning in basic education. The curriculum reform in Kenya from the content based learning in the 8-4-4 system of education to Competency Based Curriculum (CBC) entails a paradigm shift in pedagogical approaches from content-based approaches to learner-based approaches. Competence-based learning approach is an integrated and holistic understanding of what we want the young people to learn, be able to do, and to become. This is demonstrated in competencies developed by learners. Such a change in the curriculum require that teachers be adequately trained and supported for its successful implementation. It is however notable that as the first CBC class enters junior secondary school level at Grade 7, many teachers are not adequately prepared for competence-based teaching/learning. This situation informs the need to develop a guide that can be used to assist teachers in implementing competence-based learning. This paper therefore seeks to answer the question 'How should teachers design competence-based learning of Integrated Science for junior secondary school?'. Research work has been done over time to unveil the best processes that help learners acquire competencies in learning. This paper consolidates from literature views on the best practices that help teachers implement heuristic teaching strategies required in the competence-based learning of integrated science. An elaboration on the importance of teacher preparedness for competence-based learning of science at junior secondary school is discussed. The teacher is then guided through designing appropriate competence-based learning environment which involves: (i) Adequate understanding of integrated science curriculum design and competence-based teaching and learning situation; (ii) Creating the learning environment and preparation of resources; (iii) Planning for competencebased learning; (iv) an understanding different heuristic teaching strategies, approaches and methods; (v) Appropriate interaction with learners and (vi) Appropriate assessment of learning. The paper consolidates the characteristics of approaches and methods of teaching science in competence-based learning with a focus on their application by the teacher in a face-to-face classroom situation.