Practical Strategies to Improve the Bilingual Education of Natural Science in Mozambique Rural Primary Schools

抄録

This study investigates the effectiveness of Inquiry-Based - Learning (IBL) strategies with an emphasize in daily connections, experimental classes and use of visual interactive models in improving the perception of natural science classes among bilingual primary school students in rural Mozambique. The study adopted a mixed method, the study involved 3 schools, UPL (urban Portuguese language) from urban area and 2 from rural area, RPL (rural Portuguese language) and RLL (rural local language), 112 bilingual students from primary 5th-grade participated. The results revealed that students who used the IBL approach (experimental class) had a better perception of science classes than students who used the traditional class, even for students that have some language gaps.