The Philosophy of Outcome Based Teaching of Geography | Chapter 5 | Emerging Challenges in Environment and Earth Science Vol. 1

 Background: Educational reforms and transformations are influenced by the evolving changes that occur in societies and around the world. Education philosophy is a search for ways to improve the way we teach and learn. The research is based on Geography's outcome-based education (OBE), which is informed by realism, idealism, and pragmatism.

The study's goals are as follows: The first goal is to look at how competence-based teaching might help students learn field sketching, observation, and recording skills in geography class.

Objective 2: Evaluate how learners might be given the knowledge and abilities they need to map vegetation.

Objective 3: To investigate how learning philosophy influences competence-based field technique teaching.

Objective 4: To investigate how discussion between learners and facilitators influences teaching and learning in Geography classes.

Methods: An ethnographic approach of data collection was utilised, and this method was pertinent because the researcher would stay among the respondents for an extended period of time, engaging with them and living with them while collecting data. Observation and in-depth semi-structured interviews are the foundations of ethnography.

Discussion and Conclusions: Students' and lecturer's perspectives and perceptions were verbatim recorded. It was discovered that breaking away from traditional Geography teaching methods may be difficult because some respondents did not see the value of outcome-based teaching and learning in higher education institutions. However, some of the student population appreciated being involved in what they learned because they wanted their voices to be heard.

Conclusion: The traditional teaching and learning method depicts schooling as a step-by-step process from the first to the last year. Each stage of the programme is clearly stated in terms of duration. A daily timetable is used to keep track of this. WHEN and HOW students learn is fundamental to conservative teaching. The OBE paradigm focuses on WHERE and HOW students learn rather than WHEN they study.

Recommendation: Teachers at higher education institutions are encouraged to use a competence-based approach when teaching topics like map reading and interpretation. The principles of realism, pragmatism, and idealism underpin competency-based education.

Author(S) Details

Maligana Mathe
Zimbabwe Open University, Department of Geography and Environmental Science, Zimbabwe.

Kelebogile Mfolwe
Botho University, Kgale View Gaborone, Department of Higher Education, Botswana.

View Book:- https://stm.bookpi.org/ECEES-V1/article/view/4701

Study on Curriculum Reform in Cameroon: An Analysis of the New Primary School Curriculum | Chapter 1 | New Horizons in Education and Social Studies Vol. 7

This paper discusses the reformed primary school curriculum in Cameroon that was published for implementation in the school year of 2018/2019. The programme is driven and endorsed by developmental theory through a constructivist educational philosophy. It is not generally organised around priorities, learning experiences, learning experience organisation, and assessment, but rather is organised around seven national skills and four broad-based competences. The programme is planned to be applied across pathway topics and eight interconnected themes of learning. Although the vertical and horizontal variables are used to structure the curriculum components, the data sources are highly skewed to satisfy business requirements, thus compromising relevance. The elements of vertical and horizontal articulation are reasonably balanced, but they have been skewed towards meeting consumer needs in terms of curriculum data sources, thus losing other important areas of knowledge of curriculum content required for holistic growth. The programme is built according to the existing competency curriculum movement structure. The curriculum, which is designed to meet the needs of programme harmonisation in primary schools in Cameroon, will enable all Cameroon children to learn the same curriculum for the first time since independence, contrary to past practises whereby Anglophone and Francophone children have studied various school curricula. A pedagogy of incorporation powers the programme.

Author(s) Details

Fedelis Lekeaka Alemnge
Faculty of Education, University of Buea, Buea, Cameroon.

View Book :- https://bp.bookpi.org/index.php/bpi/catalog/book/357