Practicality Of Exemplary Curriculum Implementation Materials: The Case Of A Chemistry Module In Science Education In-Service Teacher Training Programme
This paper reports on a research study that investigated the practicality of a chemistry module. Practicality was with respect to two intentions of the module, i.e. to bring about learner centred teaching and learning as well as teaching subject content in context. The two changes were directly related to the need to bring about teaching with understanding at advanced level. As such, the module was written with the intention to exemplify the necessarily pedagogic changes as discussed by teachers at workshop level to classroom level. In light of the above, this paper describes a case study that involved two teachers at two different schools teaching chemistry using the module. Classroom observations by two researchers as well as student and teacher interviews were employed as data gathering procedures. It was found that 'contextualization’ of subject content improved the quality of dialogue among students as well as between teachers and students. There was also a change in classroom interactions towards more student involvement.
Full Text LinksChavunduka, K. & Moyo, C. (2003) Practicality Of Exemplary Curriculum Implementation Materials: The Case Of A Chemistry Module In Science Education In-Service Teacher Training Programme, ZJER vol. 15, no.2. Harare, Mt. Pleasant: HRRC
Human Resources Research Centre (HRRC); University of Zimbabwe
University of Zimbabwe