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ERIC Number: EJ1021986
Record Type: Journal
Publication Date: 2013
Pages: 19
Abstractor: As Provided
Reference Count: 87
ISBN: N/A
ISSN: ISSN-1492-6156
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.
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
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