- Title
- Development of Teachers’ PCK for a Scientific Inquiry-based Teaching Approach in Namibia’s Rural Schools
- Creator
- Shinana, Esther, Ngcoza, Kenneth M, Mavhunga, Elizabeth
- Subject
- To be catalogued
- Date
- 2021
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/484319
- Identifier
- vital:78896
- Identifier
- https://doi.org/10.1080/18117295.2021.1913375
- Description
- Research findings show that inquiry-based science education has positive effects in improving learning of both science content knowledge and scientific inquiry (SI) skills. As a result, various science curricula, including that of Namibia, recommend the use of an inquiry-based approach in science teaching. However, the implementation of an inquiry-based teaching approach remains a concern in Namibian science classrooms, particularly in poorly resourced schools. This paper reports the outcome of a small-scale interventionist research project which involved three experienced Life Science teachers. The teachers were exposed to an intervention that explicitly focused on supporting them with the pedagogical content knowledge (PCK) needed to facilitate inquiry-based learning in their classrooms. An indigenous technology, the production of a traditional non-alcoholic beverage (oshikundu) was used in the intervention. The Topic-Specific PCK model by Mavhunga and Rollnick provided the analytical framework for this study. Additionally, the principles of classroom inquiry together with the model of inquiry-based science instruction predict–explain–explore–observe–explain were used to scaffold teachers towards the PCK for inquiry-based teaching.
- Format
- 10 pages, pdf
- Language
- English
- Relation
- African Journal of Research in Mathematics, Science and Technology Education, Shinana, E., Ngcoza, K. M. and Mavhunga, E. (2021) ‘Development of Teachers’ PCK for a Scientific Inquiry-based Teaching Approach in Namibia’s Rural Schools’, African Journal of Research in Mathematics, Science and Technology Education, 25(1), pp. 1–11. doi: 10.1080/18117295.2021.1913375, African Journal of Research in Mathematics, Science and Technology Education volume 25 number 1 1 11 2021 1811-7295
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the Taylor and Francis Online Terms and Conditions Statement (https://www.tandfonline.com/terms-and-conditions)
- Person PID
- https://orcid.org/0000-0003-4509-7486
- Hits: 44
- Visitors: 8
- Downloads: 1
Collections
Ngcoza, Kenneth Mlungisi (Prof)
RU Department of Education
SDG 04. Quality Education
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