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:
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.
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
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