A QUANTITATIVE ANALYSIS OF ZAMBIAN HIGH SCHOOL PHYSICS TEXTBOOKS, SYLLABUS AND EXAMINATIONS FOR SCIENTIFIC LITERACY THEMES

This study investigated the balance and emphasis of scientific literacy themes in Zambian high school physics course in an attempt to find out its potential of contributing to preparation of scientifically literate citizens. Results show that the national syllabus and examinations emphasized the investigative nature of science while textbooks placed most emphasis on basic knowledge of science. Although the interaction of science, technology and society theme was accentuated in the syllabus, it was less emphasized in textbooks and absent in some examination papers. However, the physics course has potential of contributing to the preparation of scientifically literate citizens.