The Classroom Practice Diagnostic Framework: A Framework to Diagnose Teaching Difficulties of a Science Topic
 
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Unisa
CORRESPONDING AUTHOR
Awelani Victor Mudau   

Unisa, P.O. Box 392, Unisa, 0003 Pretoria, South Africa
Publish date: 2016-08-15
 
EURASIA J. Math., Sci Tech. Ed 2016;12(11):2797–2815
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ABSTRACT
Background:
The purpose of this paper is to present a conceptual framework for diagnosing teaching difficulties of a science topic in the science classroom

Material and methods:
qualitative study

Results:
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.

Conclusions:
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

eISSN:1305-8223
ISSN:1305-8215