A Comparative Analysis of Zambian Integrated Science Curriculum and Textbooks on Science Process Skill

Abstract

This study examined the characteristics of science process skills included in the Zambian 8th- and 9th-grade integrated science syllabus and textbook activities. This study employed content analysis as the research method. We utilized the framework that covers 12 science process skills such as observing, inferring, measuring, communicating, classifying, predicting, controlling variables, defining operationally, formulating hypotheses, interpreting data, experimenting, and formulating models. In the syllabus analysis, we captured 71 skills from the syllabus and calculated the percentage of each skill. For the textbook analysis, we developed a coding rubric and identified the inclusion of each skill in all the textbook activities. Two experts validated the coding process, and it showed high reliability with a 93.6% agreement rate and a kappa coefficient of 0.847. The results revealed that both Zambian integrated science syllabus and textbook activities emphasized the skills of observing, inferring, measuring, communicating, interpreting data, and partial experimenting. However, skills such as predicting, classifying, controlling variables, defining operationally, formulating hypotheses, and formulating models were rarely included. This study highlights that the current Zambian curriculum does not allow students to develop science process skills holistically. Based on these findings, we discussed future curriculum and textbook development suggestions.