Abstract:
The overall aim of this study is to evaluate the impact of the changes introduced in the program of grade 7 of the Natural Science subject regarding the students ́ achievement and teachers’ performance. Specifically, the study aims to: (i) identify the structural differences of the programs of the Natural Sciences subject of the 7 th grade of the Basic Education before and after the curriculum reform; (ii) compare the pedagogical achievement in Natural Science subject of the Primary Education concerning the new program syllabus with the old syllabus; and (iii) identify the strategies adopted to familiarize teachers with the new contents implemented in the Natural Science subject of the Primary Education as far as the curriculum reform of 2004 is concerned. All the assistant Directors, teachers who are engaged in Natural Science subject teaching and all INDE technicians were involved in this study. The sample consists of a technician from INDE, two assistant directors and six teachers from the schools under study. Data were collected through document review, interviews and questionnaires. As findings of the study it was concluded that the two program syllabus of Natural Science subject were entirely different with respect to either general and specific objectives as well as thematic units; with respect to 7 th grade students ́ pedagogical achievement as far as Natural Science subject is concerned, the pedagogical record figures show that the student ́s pedagogical performance is decreasing annually and with a tendency to worsen in recent years and the strategies adopted to familiarize teachers with the new contents introduced in the 2004 curriculum reform, the refresher courses duration is not enough for the teachers to be effectively retrained with regards to the contents of the 7 th grade new Natural Science program syllabus. The study recommends that the Natural Science program syllabus should be reviewed, taking into account the thematic units’ sequence, organize teachers’ training and refresher courses. It is also recommended that the teachers should change their teaching methodology and should enhance students’ skills acquisition rather than a mere presentation of contents
