Digital Science Software

Under the current universal lockdown, where schools in many countries around the world, have been closed, we aim to help students continue with their science education while at home. Our solution is to upload digitized and animated science content (biology, chemistry, physics, mathematics) along with a revision guide, so that students may study at home, while being guided by their teachers. If this solution were scaled globally, students (both locally and globally) would continue with their science learning, unimpaired by lockdowns. The students would complete their studies and continue to the next level with minimum delays in their timelines. It would also help reduce the risks of person-to-person contacts - A Covid-19 risk.

The challenge of learning, understanding and retaining concepts in the fields of natural sciences – namely, biology, chemistry physics, along with the related subject of mathematics. A majority of students, mainly starting from the post-primary level, see these subjects as difficult and many opt for the arts subjects (history, literature, geography, economics, fine art, Religious education and languages). The science subjects are not complete without the practical aspect. Science laboratories are costly to build, equip and maintain. The expendable chemicals and reagents entail running costs, which add to the overall challenge of administering sciences in schools, effectively. Our country and schools are severely constrained in terms of imparting science knowledge, both in the material and manpower (teachers) aspects. This means:1. Students’ negative attitudes to curriculum subjects –

biology chemistry, physics and mathematics, in post-primary

education.

2. Poor comprehension of concepts in the

subjects mentioned above.

3. Poor performance in examinations in the subjects

mentioned above.

4. Inadequate number of science laboratories.

5. Inadequate number of practical lessons conducted.

6. Inadequate number of teachers in biology,

chemistry, physics and mathematics.

7. Inadequate number of work force in science-related fields.

8. A lack of basic understanding of science-related phenomena in society.

Digital Science & Virtual Lab" software, with its animations and sound, brings concepts “to life”. Using the aspect of sight, teachers and learners are able to visualize, understand and retain well. It was developed and deployed to address challenges observed in the teaching and learning of science concepts; difficulty of teaching abstract concepts; sciences perceived to be hard, which resulted in poor performance; inadequacy of laboratory space; expensive equipment and chemicals. With this software, a student is able to learn at his or her own pace, do self-assessments and get instant feedback without fear of ridicule for wrong answers. We have facilitated accelerated learning for learners in distant areas and refugee settlements. The software has been deployed in war ravaged districts where basic infrastructure for meaningful laboratory experience is minimal. The software has thus transformed the teaching and learning in these schools in under a year, with students posting improvement in science and mathematics attainment. Virtual lab enables disadvantaged students and schools to perform experiments in sciences where it was not possible to have a hands-on experience due to the high cost of laboratories space limitation. The teachers have been empowered to teach under the difficult environment they work in.

1. Secondary schools.

2. Secondary school students (and their families) looking to have science-based careers.

3. Science teachers (of biology, chemistry, physics and mathematics)

4. Government departments focusing on education, ICT, health, engineering and other science-based institutions.

5. Private sector organizations looking to recruit young people trained in science-based vocations.

Empowered Teachers Comprehensive training on ICT and use of Learning Management system integrated with digital content.

Engaged Learners. Opportunity to visualize concepts, understand and enjoy the process of learning, Minimum time spent and maximum exposure. 

Principals. Better performance from teachers and students will make the school look better, school’s improvement directly impacts Principals image.

Parents. Most gratification will be felt by the parents, especially for those whose children struggle with Sciences and Math will see a remarkable change on attitude, understanding and performance in Sciences and Math. With CSTS’ Digital Science and Math parents can see their dreams of having their children growing up to becoming engineers and doctors.

Ministries of Education – More students will pass Sciences and Math. More teachers will be trained on ICT. Monitoring and Evaluation reports will enable MOE officials take date driven decisions.

Sensitization and training of the teachers over a long period. Teachers  supported continuously in use of the teaching aid.

 To speed up adaptation, teachers’ supervisors must be involved in the monitoring of the use of the new teaching aid.

Sensitising stakeholders in the schools also  assists in overcoming other challenges in the schools. It is important to timetable the use of the new learning approach – and for the use of the computers and tablets. The new teaching and learning approach works best if one room is allocated for all the computers. There must be back-up power (generator and fuel).

Cyber School Technology Solutions (CSTS) is a multi-national education-service Company. It has offices in Uganda, Kenya, India, Malaysia and the United Kingdom. In Uganda, CSTS has been in partnership with the Uganda Government, rolling out the Digital Science software in secondary schools, since 2006. 2006-2007 was a pilot period in 36 schools. Starting 2007 to date, CSTS has rolled out in over 1200 schools, trained over 4,000 teachers and over 20,000 students. In Kenya CSTS has worked with both Government-run and private schools since 2011. Please visit www.cyberschooltech.co.ug and www.facebook.com/cstsug