The role of everyday contexts in Learner-centered teaching

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dc.contributor.authorKasanda, Choshi D.
dc.contributor.authorLubben, Fred
dc.contributor.author!Gaoseb, Noah
dc.contributor.authorKandjeo-Marenga, Utji
dc.contributor.authorKapenda, Hileni M.
dc.contributor.authorCampbell, Bob
dc.date.accessioned2014-03-06T10:17:30Z
dc.date.available2014-03-06T10:17:30Z
dc.date.issued2005
dc.description.abstractThis 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.en_US
dc.identifier.citationKasanda, 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.en_US
dc.identifier.issn0950-0693
dc.identifier.urihttp://hdl.handle.net/11070/752
dc.language.isoenen_US
dc.publisherRoutledge Publisheren_US
dc.relation.ispartofserieslnternational Journal of Science Education;15
dc.subjectEverydayen_US
dc.subjectThe roleen_US
dc.subjectLearner-centreden_US
dc.subjectContextsen_US
dc.subjectPracticeen_US
dc.subjectSecondaryen_US
dc.titleThe role of everyday contexts in Learner-centered teachingen_US
dc.title.alternativeThe practice in Namibian secondary schoolsen_US
dc.typeArticleen_US
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