There is a lack of clarity about the role of practical work in promoting learning and thinking, due to mediocrity in the way it is being handled. This study used mixed methods design to develop through microteaching, LSP integrated practical work to explore its characteristics in order to examine how the student-teachers adapted to the pedagogy in relation to its efficacy in developing science, English language, and pedagogy. The research was conducted at the University of Dodoma. The study involved 63 student-teachers and five lecturers with different specializations. The study was carried out in three cycles at the College of Education. It involved the second-year students who were studying Bachelor of Education in Science, who undertook a Physics Teaching Methods course. Review of lesson plans, achievement tests, classroom observations, and interviews with student-teachers, together with focus group discussions among the lecturers, were used to collect data. The qualitative data were analysed using the thematic analysis approach, while the quantitative data were analysed through repeated measures t-test. The student-teachers were able to plan and implement LSP practical lessons in which case students reported to have enjoyed their participation, sharing of experiences, and the bilingual classrooms. The findings from the repeated measures t-test show that there was a significant rise in the mean scores from pre-test (67.9) to the post-test (80.2), with very much reduced variability (SD) of scores among students from 24.9 (pre-test) to 6.6 (post-test). From interviews with 8 case students after each lesson, it was concluded that the students improved in science content, English language competence, and pedagogy.
There has been a prolonged tendency of the gender gap in interest, participation, and achievement in science worldwide. This article explored the gender gap in achievement of science; revisited the possible causes of gender gap in interest, participation and achievement in science; and revisited the suggested remedy measures in a science classroom. The information for the study was collected through a survey of a variety of 48 written sources. The study revealed that there is a significant gender gap in achievement in science in secondary schools in Tanzania. The responsible factors include male-oriented curriculum materials, patterns of classroom interaction, teaching, and evaluation; parents and teachers' lower expectations for girls' achievement in science; and socialisation of girls into dependence, nurturance, and passivity. The recommended solutions include the promotion of gender-responsive curriculum and practice.
No abstract
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.