The Impact of Mastep on the use of practical work in Namibian Science classes
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Date
2006
Journal Title
Journal ISSN
Volume Title
Publisher
JZER
Abstract
This article presents an investigation into the changes in the
teaching practices of practical. work in senior science classes in .
Namibia The teachers In tlris study are involved in a training
programme, the Mathematics and. Science Teacher extensions
Programme (MASTEP). Pre- and post-intervention data were
collected from eight Biology teachers and four Physical Science
teachers. Lesson. plans, worksheets and other documentation were
used to characterise practical activities using an established
taxonomy. Classroom interactions were audio-taped and
transcribed verbatim. Thefindings indicale an increased focus on
practical activities aimed moreĀ· at qualitative rather than
quantitative understanding of science concepts. In addition, the
Post-MASTEP teachers favo1ired small group . work and
demonstrations. The changes ili teaching practices are attributed
to theĀ· improved PCK that has enabled teachers to align their
practice with the assessment system.
Description
Keywords
Impact, Mastep, Practicle, Science, Class
Citation
Kandjeo-M. H. and others. 2006. The Impact of Mastep on The Use of Practical Work in Namibian Science Classes. Zimbabwe Journal of Educational Research 18(1):123-147.