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Secondary School Pupils’ And Teachers’ Perceptions Of Context-Led Teaching And Learning Of Science

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dc.creator Mukono, T.T.
dc.creator Tambo, E.M.Z.
dc.date.accessioned 2014-11-17T13:01:25Z
dc.date.accessioned 2015-12-08T10:54:27Z
dc.date.available 2014-11-17T13:01:25Z
dc.date.available 2015-12-08T10:54:27Z
dc.date.created 2014-11-17T13:01:25Z
dc.date.issued 2000-03
dc.identifier Mukono, T.T. & Tambo, E.M.Z. (2000)Secondary School Pupils’ And Teachers’ Perceptions Of Context-Led Teaching And Learning Of Science, ZBTE vol.9, no.1. Harare, Mt. Pleasant: DTE.
dc.identifier 1022-3800
dc.identifier http://opendocs.ids.ac.uk/opendocs/handle/123456789/5071
dc.identifier.uri http://hdl.handle.net/10646/1900
dc.description.abstract The study looked at some Zimbabwean students and teachers’ perceptions about the use of context based teaching / leaming. Questionnaires, teacher reflections and interviews were used to collect data from ten teachers and 350 form three students. The perceptions were sought in relation to the effect of context led teaching on participation, motivation and relevance of science to real life, as well as on conceptual understanding. Most students and teachers viewed the use of the approach positively. The study also revealed that an enabling environment has to be created for the approach to be implemented effectively.
dc.language en
dc.publisher Department of Teacher Education (DTE), University of Zimbabwe
dc.rights http://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rights University of Zimbabwe
dc.subject Children and Youth
dc.subject Education
dc.subject Science and Society
dc.title Secondary School Pupils’ And Teachers’ Perceptions Of Context-Led Teaching And Learning Of Science
dc.type Article


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