The purpose of this paper is to present a conceptual framework for diagnosing teaching difficulties of a science topic in the science classroom. The development of the framework is presented as well as descriptions of the features of the framework. How the framework can be used is also elaborated? Furthermore, there is a detailed indication of an example in which the framework was used. It is also recommended that further studies can be done on the intersection between teacher knowledge and the kinds of discourse it promotes. That is the focus can be on the connection between teacher content knowledge and the classroom discourse. Hence, the researcher can use the framework to analyse the intersection of those from the perspective of teacher action.Keywords: framework, science classroom, teacher practice, teaching difficulties INTRODUCTIONDue to the nature of the science subject, difficulty in teaching can happen when teachers fail to make the means to achieve the end (Staver, 2007). In science teaching means to an end refers to achievement by students, meaningful learning, developing inquiry skills and problem solving skills in students (Abd-El-Khalick & Akerson, 2009). The means which in this paper refers to the classroom practices of the teacher was the focus of the research as the source of teaching difficulties as illustrated in Figure 1. In this study difficulty meant not being able to advance or do something with lost hopefulness. Teaching difficulty referred to the teacher's classroom practices which did not advance meaningful learning, misconception dissonance, development of inquiry and problem solving skills which influence student achievement.Correspondence: Awelani V. Mudau, Department of Science and Technology Education, University of South Africa, South Africa. E-mail: mudauav@unisa.ac.za OPEN ACCESS A. V. Mudau 2798© 2016 by the authors, Eurasia J. Math. Sci. & Tech. Ed., 12(11), [2797][2798][2799][2800][2801][2802][2803][2804][2805][2806][2807][2808][2809][2810][2811][2812][2813][2814][2815] Therefore, the purpose of this paper was to present the CPDF as an alternative diagnostic tool for science classroom analysis and also show how it was used to diagnose teaching difficulties of the projectile motion topic. The framework may assist with information to assist in professional training of in-service teachers. This is said because it should add into the resources of micro foundation for in-service support as there is impervious lack of micro foundation resources (Jita, 2004) for in-service training. This paper emancipated the possibilities of identifying teaching difficulties of a topic from the content knowledge and classroom practices with the aid of the classroom practice diagnostic framework (CPDF). This is necessitated by attempts by researchers and other stake holders in education to focus on the content knowledge as the source of teaching difficulties of a topic at the expense of classroom practices in general which integrates the very same content knowledge. Of course using the CPDF demands...
The purpose of the study was to evaluate the teaching difficulties of a Physics topic using the classroom practice diagnostic framework (CPDF) with a focus on classroom interactions and discourse. It was a qualitative case study conducted in the Johannesburg district of education in South Africa .Two participants who perceived projectile motion topic to be difficult to teach were interviewed and observed teaching the topic. The results from these participants show that the kinds of interactions and discourses were the following: Type and pattern of discourse which was IRF and Authoritative discourse; Teacher questioning which was for Lesson development and Evaluation; Communicative approach which was Interactive-Authoritative. This kind of interactions and discourses do not advance meaningful learning, misconception dissonance, development of inquiry and problem solving skills which influence student achievement. Suggestions are made on the need to assist in-service teachers on making them conscious of the classroom interactions and discourse they use whilst teaching. It is also suggested that there is a need for further research with more teachers to derive a broad and holistic view of the teaching difficulties emanating from classroom interactions and discourse in the teaching of Physics topics.
The purpose of this paper was to present a conceptual framework for analysing teaching difficulties in the science classroom. The framework was developed to assist and enhance diagnoses of teaching difficulties for the topic projectile motion and was thereof called the classroom practice diagnostic framework (CPDF). Data from two cases in the Johannesburg central district in South Africa was collected using interviews as well as observations of lessons in the topic projectile motion. Data was organised into themes and categories which were then analysed based on the CPDF to diagnose teaching difficulties. Based on the outcomes we can conclude that the CPDF has merit as an effective tool to analyse classroom practices and subsequently diagnose teaching difficulties. In addition the CPD framework may assist with information to assist in professional training of in-service teachers.
The performance in Biology 5090 in Lesotho high schools has been poor and the purpose of this study was to identify factors responsible for the poor performance. The study also identified ways in which teachers envisage to improve the performance. The qualitative research methodology was adopted. Data was collected from four schools through semi-structured interviews and document analysis. Data was analysed from the perspective of the General System Theory. The results of the study show that performance in Biology 5090 was affected by factors such as human, phusical, information, financial resources, and the transformation processes. The study also suggests ways of improving the performance. These includes: in-service training, development of resource centres and school cluster development.
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