Coping and control
Science teaching strategies in Botswana
Bibliographic Data
| ID | 12214130 |
|---|---|
| Authors | Robert B Prophet (University of Botswana), Patricia M Rowell (University of Botswana) |
| Year | 1993 |
| Volume | 6 |
| Issue | 3 |
| Pages | 197-209 |
| Publication date | 1993-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Qualitative Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 0951-8398 • E-ISSN: 1366-5898 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/0951839930060302 |
| OpenAlex | W2065255441 |
| Language | EN |
| Citations received | 15 |
| References cited | 14 |
In the midst of a massive expansion of the Botswana Education system at junior secondary level, the Integrated Science curriculum is seen as successful by senior Ministry officials and is in operation in the schools. A classroom observation study of the implementation of this science curriculum has, however, revealed large discrepancies from Ministry intentions. Teaching and learning in the schools is in a second language, English, which means the exchange of ideas is problematic for many students. Concentrating on verbal interactions in the classrooms and using an analysis based on the exercise of power, this paper identifies recurrent teaching strategies utilized by teachers and their effect on the learning environment. It offers a descriptive analysis of the effect of this teacher‐centered approach on the development of manipulative skills which, it is claimed, are central to the curriculum
Christian ministry · Coping (psychology · Curriculum · Mathematics education · Pedagogy · Political science · Education and Technology Integration · Global Educational Policies and Reforms · Psychology · Teacher Education and Leadership Studies
Raising School Effects While Ignoring Culture? Local Conditions and the Influence of Classroom Tools, Rules, and Pedagogy
The development of science education in Botswana
Dynamic, anticipatory, and long-term future-oriented coping
‘No vernacular’
Mother tongue language and concept development in science
Pedagogical renewal
Close encounters of a bilingual kind
Pedagogical classroom practice and the social context
Aid, Education and Cultural Penetration
Perspectives on Educational Language Policy and its Implementation in African Classrooms
Institutional Practices and the Cultural Construction of Primary School Teaching in Botswana
Accomplishing lessons in postcolonial classrooms
The discourse of classroom interaction in Kenyan primary schools
Promoting Science Literacy with English Language Learners Through Instructional Materials Development
Teachers' perspectives on classroom practice in Botswana
| Citations per year | 0.47 |
|---|---|
| Citation span | 1994 - 2026 (33) |
| Highly cited | No |