Transition from Secondary School Science to University Science: Some Perceptions of Former Science Teachers in Lesotho

Abstract

ABSTRACT Former secondary school teachers registering for a university degree can be considered a valuable potential source of information about the difficulties experienced by students in the transition from secondary school to the first university year, because of their double experience, as teachers and as students. The current paper presents the results of a pilot study carried out among science students at the National University of Lesotho into the perceived difficulties of the transition from secondary school science to university science. Secondly, the study explores the potential of using former science teachers as sources of information about problems and opportunities regarding this transition. Data were collected though open-ended questionnaire items. Several areas of transition difficulties are identified and implications for course adjustments are suggested. The findings also indicate that obtaining direct information from former teachers is both promising and worthy of further investigation.