ERIC Number: EJ1021986
Record Type: Journal
Publication Date: 2013
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1492-6156
EISSN: N/A
Interpreting Kenyan Science Teachers' Views about the Effect of Student Learning Experiences on Their Teaching
Nashon, Samson Madera
Canadian Journal of Science, Mathematics and Technology Education, v13 n3 p213-231 2013
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools; Grade 11
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kenya
Grant or Contract Numbers: N/A