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dc.contributor.authorKoosimile, A.T.
dc.date.accessioned2013-02-06T12:50:52Z
dc.date.available2013-02-06T12:50:52Z
dc.date.issued2004-03-19
dc.identifier.citationKoosimile, A.T. (2004) Out-of-school experiences in science classes: problems, issues and challenges in Botswana, International Journal of Science Education, Vol. 26, No. 4, pp. 483-496en_US
dc.identifier.issn0950–0963 print
dc.identifier.issn1464–5289 online
dc.identifier.urihttp://hdl.handle.net/10311/1113
dc.description.abstractThis paper sets out to identify some key problems, issues and challenges relating to out-of-school experiences of learners in science teaching that emerged during classroom observations in schools in Botswana. Generally, there is evidence suggesting weak incorporation of learners’ experiences into teaching. The experiences seemed to have a lower teaching priority than did formal universally accepted canonical science concepts. The study revealed that the relative merits of the science curriculum also appeared undermined by lack of teacher preparedness to handle the learners’ out-of-school experiences. This paper also considers some of the implications of the research findings to science education in Botswana.en_US
dc.language.isoenen_US
dc.publisherTaylor & Francis, http://www.tandf.co.uk/journalsen_US
dc.subjectForeign countriesen_US
dc.subjectScience curriculumen_US
dc.subjectStudent experienceen_US
dc.subjectPrior learningen_US
dc.subjectClassroom observation techniquesen_US
dc.subjectScience instructionen_US
dc.subjectScience educationen_US
dc.titleOut-of-school experiences in science classes: problems, issues and challenges in Botswanaen_US
dc.typePublished Articleen_US
dc.linkhttp://dx.doi.org/10.1080/0950069032000097415en_US


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