The article describes a group interview with two boys and two girls around some video clips of teaching and learning in Zanzibar schools in Africa. The study is part of a larger project called SPINE (Student Performance in National Examinations) funded by the Economic and Social Research Council and Department for International Development in the United Kingdom. The project was a collaboration between University of Bristol and the State University of Zanzibar. The study provides evidence that pupils in Zanzibar face significant difficulties with English language which contributes to their difficulties with subject knowledge of chemistry as well. However when the pupils are immersed in interesting and motivating contexts with links and referents to local culture and schooling, they are willing to and are able to contribute to discussion. Such discussions in this study illustrate how sophisticated pupils' understanding of chemistry and pedagogy can be along with the exposure of some misconceptions about some key chemical ideas.
Erduran, S. Talking chemistry in Zanzibar: probing pupils’ chemistry knowledge using videos of local pedagogies. Educació Química (2010) 6: 30-36. [DOI: 10.2436/20.2003.02.45]
Talking chemistry in Zanzibar: probing pupils’ chemistry knowledge using videos of local pedagogies