For years, science lessons in many Ugandan primary schools have relied heavily on textbooks, blackboards and verbal explanations, leaving many pupils struggling to understand concepts they rarely see or test in real life.
But the introduction of mini science laboratories is beginning to change that reality, giving young learners an opportunity to experiment, observe and interact with scientific concepts.
The compact laboratories, equipped with basic scientific tools and materials aligned with the primary school curriculum, are being introduced to help transform science education from theory-based teaching to practical learning.
The shift follows training of teachers and head teachers from 20 government-aided primary schools in Namutumba District on how to use science kits to improve classroom learning.
Education experts say practical learning helps children understand scientific concepts better by allowing them to actively participate in the learning process.
‘Children learn best by doing,’ said Mr Emmanuel Gulele, a science teacher at Nawanmpandu Primary School.
‘When pupils conduct experiments themselves, they develop curiosity, creativity and critical thinking skills that cannot be achieved through theory alone.’
He said many learners have traditionally memorised scientific facts to pass examinations without understanding how the concepts apply to everyday life.
‘These mini science laboratories are helping to bridge this gap by turning lessons into interactive experiences,’ he said.
The one-day training held at Kalamira Primary School was organised to strengthen teachers’ ability to deliver hands-on science education under Uganda’s competence-based curriculum.
The Ministry of Education, in partnership with River Flow International, conducted the training focusing on effective use of science kit materials, experiment design, lesson planning and learner engagement.
River Flow International science outreach officer Mr Nebert Nagaba said the training aimed at equipping teachers with skills to effectively use the science kits and make primary science lessons more practical and engaging.
‘The teachers were given hands-on experience with science kit materials, learning how to integrate them into their lessons to make complex scientific concepts more accessible and exciting,’ he said.
The government began distributing science kits to selected schools during the 2025/26 financial year as a pilot programme, with plans to expand the initiative to schools across the country.
Mr Nagaba said each selected school received four kits, with each kit costing between Shs7 million and Shs8 million.
He explained that some schools had received the materials but lacked the skills to use them effectively.
‘Ever since the instructional materials were delivered to respective schools, they have been lying idle. It was incumbent upon us to begin these trainings in order to empower teachers with skills and usage of the instructional materials,’ he said.
Mr Nagaba said the initiative is intended to address persistent poor performance in science by simplifying concepts that have often been taught abstractly.
‘Most science concepts have been theoretical, which has made it more complicated for learners to understand. But with this new model, these concepts have been simplified,’ he said.
From teacher-centred to learner-centred education
The head teacher of Kalamira Primary School, Mr Wandera Bagaga, who also chairs the Namutumba Teachers Association, said many teachers lacked confidence in conducting practical science lessons despite receiving the kits in 2025.
‘This training is intended to empower teachers on the use of science kits to demonstrate to learners because government is shifting from theoretical to practical,’ he said.
He said the kits contain models such as skeletons, kidneys, ears and teeth, allowing learners to physically interact with learning materials.
‘The instructional materials will make learners understand fully compared to the use of theoretical methods. It will turn to learner-centred learning,’ Mr Wandera said.
Ms Aliza Lydia, a science teacher at Kalamira Primary School, welcomed the approach, saying many schools had not fully utilised the science kits because teachers lacked adequate training.
‘We hope that it will be a child-centred approach. It will focus on moving from teacher-centred to child-centred learning,’ she said.
Mr Wilberforce Namunyi, deputy head teacher at Bulagala Primary School, said practical learning would motivate pupils and increase their interest in science.
He said the previous approach made it difficult for learners to relate scientific concepts to everyday experiences.
Mr Isaac Isiko, a science teacher at Kasozi Primary School, said the new approach would improve interaction between teachers and learners.
‘Formerly, the teacher was the custodian of knowledge, but emphasis is now being put on learner-centred approaches where the learner is the most active participant while the teacher is a guide,’ he said.
As Uganda seeks to improve science education and nurture future innovators, educators say the success of the mini laboratory programme will depend on continuous teacher support, proper maintenance of equipment and ensuring that practical learning becomes part of everyday classroom instruction.