Drawings to improve inclusive science teaching: A teacher’s action research narrative

Abstract

I was in the seventh year of my science teaching in a Botswana Junior High School. The syllabus is an integration of Physics, Chemistry and Biology. I found myself frustrated. The national results on Mathematics and Science had declined. The Mathematics and Science results for my school had declined and continued to do so specifically in the classes I taught. This unfortunate waning was happening at a time when our nation was engaged in a crucial public conversation about education reform.