ERIC Number: EJ1111037
Record Type: Journal
Publication Date: 2016-Nov
Abstractor: As Provided
Reference Count: 48
The Classroom Practice Diagnostic Framework: A Framework to Diagnose Teaching Difficulties of a Science Topic
Mudau, Awelani V.
EURASIA Journal of Mathematics, Science & Technology Education, v12 n11 p2797-2815 Nov 2016
The purpose of this paper is to present a conceptual framework for diagnosing teaching difficulties of a science topic in the science classroom. The development of the framework is presented as well as descriptions of the features of the framework. How the framework can be used is also elaborated? Furthermore, there is a detailed indication of an example in which the framework was used. It is also recommended that further studies can be done on the intersection between teacher knowledge and the kinds of discourse it promotes. That is the focus can be on the connection between teacher content knowledge and the classroom discourse. Hence, the researcher can use the framework to analyse the intersection of those from the perspective of teacher action.
Descriptors: Classroom Techniques, Models, Teaching Methods, Problem Solving, Inservice Teacher Education, Constructivism (Learning), Educational Strategies, Misconceptions, Science Teachers, Science Instruction, Science Education, Grade 12, Secondary School Science, Pedagogical Content Knowledge, Interviews, Observation
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 12; Secondary Education; High Schools
Authoring Institution: N/A