The Classroom Practice Diagnostic Framework: A Framework to Diagnose Teaching Difficulties of a Science Topic
Awelani Victor Mudau 1 *
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1 Unisa
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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

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2016.02305a

EURASIA J Math Sci Tech Ed, 2016 - Volume 12 Issue 11, pp. 2797-2815

Publication date: 15 Aug 2016

Article Views: 456

Article Downloads: 209

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