From theory to practice: Krim Hill Schools shift to skills-based science learning

For years, practical science has remained out of reach for most Ugandan primary schools, with national assessments showing that while nearly 78 per cent of pupils could explain scientific concepts, fewer than 15 per cent had ever conducted a real experiment.

In a country where 68 per cent of primary schools lack laboratory facilities, science has long been taught from chalkboards and textbooks, leaving learners to memorise theories they have never seen in action.

But that reality is beginning to shift across schools, both government and private; a new wave of practical learning is taking shape, thanks to the introduction of competence-based, new approach primary science kits.

KrimHill Schools, located in Masooli village in Kasangati sub-county, is among the latest beneficiaries, and the school reports a dramatic transformation in the quality of science education since receiving the new approach primary science kit from River Flow International.

The new approach Primary Science Kit, designed as a mobile mini-laboratory, contains unique teaching and learning aids that science teachers typically struggle to improvise in their immediate environments.

According to River Flow International, the science kit has turned science lessons from abstract theory to practical, hands-on, and interactive learning experiences.

“For years, science teachers at KrimHill Schools relied heavily on textbooks, verbal explanations, and occasional videos to teach complex scientific concepts,” says Ms Namwanejje Debbie, the school’s Principal.

“We have been facing many challenges in science teaching because everything was theoretical. But with the science kit, we now demonstrate concepts practically. Children can see, touch, and operate real science tools, and this has changed everything.”

One of the most remarkable improvements emerged during a lesson on pulleys, a topic that had consistently challenged learners. Previously, teachers could only describe fixed and movable pulleys without demonstrating them. With the science kit, teachers assembled real pulley components in front of learners, showing exactly how pulleys work in real life.

“The difference was immediate,” said Mr Mukula Vicent, a science teacher at KrimHill Schools. “The children understood the concept straight away. The practical demonstration made the lesson come alive.”

The science kit has also introduced learners to new experiences in topics such as light energy, electricity, and magnetism. Using the microscopes and connecting electric circuits has enabled pupils to observe how light moves and is reflected, assemble circuits, and physically see how electricity flows.

“You can see the excitement when they use the microscope or build a circuit,” one science teacher noted. “These teaching aids help them understand ideas that were once abstract.”

Teachers report a noticeable shift in learner engagement since the introduction of the kit. Pupils ask more questions, show increased curiosity, and actively participate in lessons.

The school anticipates that this improved engagement will translate into higher academic performance as pupils gain more confidence through hands-on exploration.

“We believe this science kit is going to produce the practical, hands-on learning outcomes we have always hoped for,” Ms Debbie added. “Our children can now interact with real scientific teaching aids, building both skill and understanding.”

KrimHill Schools expressed gratitude to River Flow International and the Ministry of Education and Sports for developing the science kits and hands-on training that help teachers smoothly transition from a theoretical to a practical approach to teaching and learning science.

The school believes this investment will have a long-lasting impact, strengthening the foundation of science education for learners and equipping teachers to deliver more effective and practical lessons.