Coping and control: science teaching strategies in Botswana

Prophet, R. B.; Rowell, Patricia M.

doi:10.1080/0951839930060302

Cited by 34 publications

(15 citation statements)

References 6 publications

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“…This type of behaviour reflects a conventional science lesson (Barnes and Todd 1977). Prophet and Rowell (1993) suggest that there are several reasons to account for why teachers use this pattern of classroom talk: time is at a premium; there is the syllabus to cover; incorrect answers side-track everyone; the teachers' knowledge base is limited.…”

Section: Methodsmentioning

confidence: 96%

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Chemically speaking: a description of student‐teacher talk during chemistry lessons using and building on students’ experiences

Rodrigues

Bell

1995

International Journal of Science Education

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This paper describes verbal interactions between a group of 20 16-year-old female students and a chemistry teacher, in New Zealand, doing work on oxidation and reduction concepts. The research reported is part of a larger study (Rodrigues 1993a) into the role and effect of context on female students' learning of oxidation and reduction concepts. The pattern of talk evidenced during audio-taped lessons stemming from and involving students' existing experiences did not exhibit the familiar characteristic 'teacher initiate-student respond-teacher evaluate' (Cazden 1988) or 'teacher initiate-student respondteacher follow up' (Sinclair and Coulthard 1975) sequence normally encountered in science lessons. Students held normal conversations during which they discussed and interrelated chemical concepts and everyday ideas.

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Section: Methodsmentioning

confidence: 96%

“…Teachers tended to talk more often and for longer periods of time when teaching unfamiliar topics. Prophet and Rowell (1993) argue that this technique is a control mechanism which maintains the teacher's authority in the classroom. In many science lessons, teachers determine who speaks and for how long.…”

Section: Please Scroll Down For Articlementioning

confidence: 98%

Chemically speaking: a description of student‐teacher talk during chemistry lessons using and building on students’ experiences

Rodrigues

Bell

1995

International Journal of Science Education

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“…Prophet and Rowell (1993), commenting on the teaching of science in Botswana's junior secondary schools, have said the following:…”

Section: Mathematics Teaching In Botswanamentioning

confidence: 96%

Gender interaction in mathematics classrooms: Reflection and transformation

1995

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ABSTRACT. In this article, studies done on gender in Botswana's classrooms at the junior secondary level, are reported. The initial studies were more quantitative in nature, and dealt with questioning as part of classroom interaction. The studies revealed other gender related issues however, which were observed in more detail later. With the participating teachers, the findings were discussed and a plan for reform in their teaching was drawn up.

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“…Experiences from earlier INSET projects in both Swaziland and other parts of the Southern African region (Ogunniyi, 1986;Rogan & Macdonald, 1985;Prophet & Rowell, 1994;Walberg, 1991) revealed that any effort to change teaching approaches through in-service programmes had to take teachers' teaching abilities and daily practice fully into account. Only with a full appreciation of these factors can realistic aims be set.…”

Section: Design Of the In-service Interventionmentioning

confidence: 97%

“…This was attempted while the actual situation in most schools in Swaziland resembled the picture in many other African nations. Classroom processes can usually be characterized as: teacher-centred; content-driven; examination-oriented; emphasis on lecturing, note-taking, memorization and recall; whole class approach with minimal individual student involvement and chorus answering; and strict discipline (Chapman, Snyder, & Burchfield, 1993;de Feiter et al, 1995;Fuller, Snyder, Chapman, & Hua, 1994;Macdonald & Rogan, 1990;Prophet & Rowell, 1994;Stuart, 1991;van den Berg, Lunetta, & Finegold, 1994).…”

Section: Design Of the In-service Interventionmentioning

confidence: 98%

Effects of In‐service Education on Improving Science Teaching in Swaziland

Stronkhorst

Akker

2006

International Journal of Science Education

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This paper discusses the findings of an evaluative and interpretive study into the potential of inservice education to improve science education in Swaziland. Short-term and long-term effects of an in-service intervention are evaluated in terms of changes in classroom processes. The teaching approach of participating teachers has been monitored and analysed before, during and 1 year after the in-service intervention, to assess whether changes occurred. The study revealed the subjective interpretations of teachers about those changes, also in relation to contextual factors. Recommendations are put forward to enhance the potential of in-service education in comparable contexts.

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Coping and control: science teaching strategies in Botswana

Cited by 34 publications

References 6 publications

Chemically speaking: a description of student‐teacher talk during chemistry lessons using and building on students’ experiences

Chemically speaking: a description of student‐teacher talk during chemistry lessons using and building on students’ experiences

Gender interaction in mathematics classrooms: Reflection and transformation

Effects of In‐service Education on Improving Science Teaching in Swaziland

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