Physical Science Teachers' Attitudes to and Factors Affecting their Integration of Technology Education in Science Teaching in Benin

Following the calls of international conferences related to the teaching of science and technology, technology education (TE) was integrated as a component of physical sciences programmes in Benin, West Africa. This study investigates physical science teachers' attitudes towards the integration of TE topics in secondary school science curricula in Benin, and the factors influencing the implementation of the programme. It also proposes solutions to overcome issues of implementation. A quantitative research method was used to collect data. A 67-item questionnaire designed by the researchers was distributed to a convenience sample of 176 physical science teachers in the three largest towns in Benin, and the data were statistically analysed using SPSS 19.0. The results showed that teachers were positive about teaching the TE topics. Many issues affected TE integration in the science curriculum including teachers' incapacity to design TE lesson plans; the large class sizes; and most importantly students' inability to understand and speak the instructional language. A variety of solutions were proposed in order to improve the teaching conditions. These included a revision of the TE topics integrated in the programmes, and encouragement of government and school administrators to provide necessary TE teaching materials.