Teachers' Use of textbooks: Practice in Namibian science classrooms
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Date
2003
Journal Title
Journal ISSN
Volume Title
Publisher
Carfax Publishing
Abstract
Incidences of prescribed textbook usage in science classrooms in Namibia have been
analysed using an approach adapted from linguistic analysis. Aspects of pedagogic purpose, text
genre, and the social interactions between teachers and learners were used to characterise teacher
and learner engagement with textbooks, and thus categorise their usage in relation to a national
policy of learner-centred education. Results indicate a reacher dominated textbook use and a low
frequency and restricted range of texrbook references per lesson with some 40% of the Senior
Secondary classes observed making no use of their textbooks in class. The major uses of textbooks
in class were for diagrams and data, and to verify factual information Occasionally, questions
in textbooks were used as homework to test and/or consolidate knowledge. Pupils rarely initiated
a reference to a textbook. It is suggested that if learners are to benefit fully from the investment in textbooks then their teachers need to be helped to use the resource in more constructive ways.
Description
Keywords
Teachers, Use, Textbooks, Science, Classrooms, Practice, Namibian
Citation
Lubben, F. and others. 2003. Teachers' Use of Textbooks: practice in Namibian science classrooms. Journal of Educational Studies 29(213):109-125.