Interpreting Kenyan Science Teachers' Views about the Effect of Student Learning Experiences on Their Teaching

Autor/in	Nashon, Samson Madera
Titel	Interpreting Kenyan Science Teachers' Views about the Effect of Student Learning Experiences on Their Teaching
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 13 (2013) 3, S.213-231 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1080/14926156.2013.816391
Schlagwörter	Foreign Countries; Science Teachers; Teacher Attitudes; Curriculum Design; Teacher Education; Student Motivation; Teacher Student Relationship; Science Instruction; Secondary School Science; High School Students; Case Studies; Learning Experience; Educational Change; School Culture; Cultural Education; Interviews; Longitudinal Studies; Teacher Surveys; Workshops; Kenya + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lehrplangestaltung; Lehrerausbildung; Lehrerbildung; Schulische Motivation; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Case study; Fallstudie; Case Study; Lernerfahrung; Bildungsreform; Schulkultur; Schulleben; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Interviewing; Interviewtechnik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernwerkstatt; Schulung; Kenia
Abstract	Analysis of views from a select group of Kenyan science teachers regarding the effect of student learning experiences on their teaching after implementing a contextualized science unit revealed that the teachers' (a) literal interpretation and adherence to the official curriculum conflicted with the students' desires to understand scientific phenomena embedded within their local environment; (b) inability or ability to sustain students' motivations for understanding science through the local environment, which depended on initial teacher preparation; and (c) implementation of the contextualized science reduced the gulf that often hindered free student-teacher dialogue due to the teachers' endeavors to maintain science and science teacher statuses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10