Literaturnachweis - Detailanzeige
Autor/in | Nashon, Samson Madera |
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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 |
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 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). |
Anmerkungen | Routledge. Available from Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |