The role of everyday contexts in Learner-centered teaching
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Date
2005
Journal Title
Journal ISSN
Volume Title
Publisher
Routledge Publisher
Abstract
This paper reports on the usc of out-of-school everyday contexts in Namibian science classrooms.
This usc is portrayed against the backdrop of an explicit educational philosophy of
learner centred teaching. Data were collt:cted through audio-taped teacher-learner interactions
and non-participant field notes in 29 junior and senior science classes taught by 12 teachers in
six schools. An existing typology was applied to classify episodes of use of everyday contexts and
identify teachers' pedagogic strategies for their use. The results show that more everyday
contexts are used in junior secondary than in senior secondary classes, that only a limited range
of types of everyday contexts are used at both levels, and that their usc often follows theoretical
exposition or teacher questioning. These findings are related to three interpretations of learner centered
teaching. Recommendations for a fuller implementation of learner-centred teaching are
made.
Description
Keywords
Everyday, The role, Learner-centred, Contexts, Practice, Secondary
Citation
Kasanda, C. D. and others. 2005. The Role of Everyday Contexts in Learner-centred Teaching: The practice in Namibian secondary schools. lnternational Journal of Science Education 27(15):1805-1823.