The Role of Everyday Contexts in Learner-centred Teaching select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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Show simple item record Kasanda, Choshi D. Lubben, Fred !Gaoseb, Noah Kandjeo-Marenga, Utji Kapenda, Hileni M. Campbell, Bob 2014-03-06T10:17:30Z 2014-03-06T10:17:30Z 2005-12-16
dc.identifier.citation Kasanda, C. D. and others. 2005. The Role of Everyday Contexts in Learner-centred Teaching: The practice in Namibian secondary schools. lnternational Journal of Science Education 27(15):1805-1823. en_US
dc.identifier.issn 0950-0693
dc.description.abstract This paper reports on the usc of out-of-school everyday contexts in Namibian science classrooms. This usc is portrayed against the backdrop of an explicit educational philosophy of learner centred teaching. Data were collt:cted through audio-taped teacher-learner interactions and non-participant field notes in 29 junior and senior science classes taught by 12 teachers in six schools. An existing typology was applied to classify episodes of use of everyday contexts and identify teachers' pedagogic strategies for their use. The results show that more everyday contexts are used in junior secondary than in senior secondary classes, that only a limited range of types of everyday contexts are used at both levels, and that their usc often follows theoretical exposition or teacher questioning. These findings are related to three interpretations of learner centered teaching. Recommendations for a fuller implementation of learner-centred teaching are made. en_US
dc.language.iso en en_US
dc.publisher Routledge Publisher en_US
dc.relation.ispartofseries lnternational Journal of Science Education;15
dc.subject Everyday en_US
dc.subject The role en_US
dc.subject Learner-centred en_US
dc.subject Contexts en_US
dc.subject Practice en_US
dc.subject Secondary en_US
dc.title The Role of Everyday Contexts in Learner-centred Teaching en_US
dc.title.alternative The practice in Namibian secondary schools en_US
dc.type Article en_US

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