Tag: science

Sarah’s blog 31/10/24

Thanks to our donors and supporters, we have achieved a great deal on a relatively small budget. There was only a very small amount of money for supporting practical science experiments at Bright Futures Secondary School.

We are grateful to one of our supporters who bought some more science equipment which arrived on the last container. These items were used in lessons this week for practical experiments. As you will see from the photos and what the teacher has told me, students being able to learn practically as well as theoretically, makes lessons far more exciting and easier to understand!

However, although everyone is delighted that they now have some equipment for performing science experiments, they do need to buy many more items to cover practical lessons in physics, biology and chemistry for all four years of the curriculum. Will you help us please? In addition to another microscope, circuits, beakers, burners, magnets etc…there will be an ongoing need for a selection of chemicals to be bought each year. Will you help us so that the students have what they need to achieve their potential?

contact_us@changinglivesmalawi.com for our bank details or if you have any items we might need. We have a fundraiser on DonorSee specifically for science equipment and any donations will be very much appreciated. https://donorsee.com/project/25307?share=1

I asked Mr Kanyimbo, one of the science teachers at Bright Futures Secondary School, for some feedback from the students and himself after his lesson using the new equipment in his lesson. I was delighted to receive such a comprehensive response from him.

Mr Kanyimbo reflected on the lesson. “From the students’ perspective, many of the students seemed genuinely excited to work with new equipment, saying things like ‘I didn’t know experiments could be this fun!‘ They were clearly engaged, asking more questions and showing greater curiosity about the science behind what they were doing. They were also taking more initiative, setting up their experiments carefully and troubleshooting alongside their peers.”

“One student noted, ‘Having the equipment makes understanding this so much easier’, which highlights how hands-on resources help clarify abstract concepts and others said ‘this is way better than just reading about it’, which captures the enthusiasm and deeper understanding gained through practical work.”

“From my side, the addition of practical equipment brings new ways on how we can approach teaching. Instead of only relying on theoretical explanations, we are able to bring lessons to life, allowing students to make tangible connections between concepts and real-world applications. With practical lessons, students engage more deeply, ask more critical questions, and demonstrate a much stronger grasp of the material. I have already noticed a difference in their confidence and interest in science.”

“Additionally, with hands-on experiments, students become active learners. It is one thing to discuss theories, but quite another to let them test and observe these concepts in action. This approach doesn’t just make learning enjoyable but also builds problem-solving skills, deepens comprehension, and fosters a love of science that goes beyond the classroom. If we can have more equipment for practical lessons, for form 3 and form 4 work, we can have some better improvements in our science department. We currently do not carry out experiments with form 3 due to lack of chemicals and other apparatus.”

Please help us ensure that the students (and teachers) have what they need to be successful this year! https://donorsee.com/project/25307?share=1

Thanks to Mr Kanyimbo and his S2 students for the photos and feedback from what looks to have been a fun and informative lesson! Enjoy the photos and video (sorry about poor sound quality of the video) and please donate if you can, Sarah x