Trainee teachers’ experiences using contextual teaching and learning: Implications for incorporation of indigenous knowledge in instructional design
Muzwangowenyu Mukwambo
PEDAGOGICAL RES, Volume 1, Issue 1, pp. 3-12
https://doi.org/10.20897/lectito.201611
Research Article
[Abstract]
[PDF]
ABSTRACT
Some schools do not have local formal work environments enabling learners to interact with members in community of practice. This is noticeable in schools in developing countries, including the north eastern Zambezi Region of Namibia, where the study took place. To close the gap in which trainee science and mathematics teachers who were the participants failed to contextualize teaching and learning (CTL) using formal work situations, this qualitative study investigated use of Indigenous Knowledge (IK) practices as an alternative. A cultural group presented IK practices which trainees observed and participated. Pottery making, an IK practice, reflects Science knowledge which teachers sometimes shun. Audio-visual, lesson plans and interviews were also used to generate data. To intervene Cultural historical activity theory (CHAT) was used as a tool. Revelations are trainee teachers in rural schools initially viewed CTL designing as impossible. Further, trainees engaged with CTL through allowing IK to compliment modern science and were equipped with pedagogical tools.
Keywords: practices,
indigenous knowledge,
CTL
Analyzing and comparing the two grade- ten mathematics textbooks versions (Arabic and English) used in Abu Dhabi schools
Yousef Abosalem
PEDAGOGICAL RES, Volume 1, Issue 1, pp. 13-25
https://doi.org/10.20897/lectito.201612
Research Article
[Abstract]
[PDF]
ABSTRACT
This study was conducted to compare two grade- ten mathematics textbooks according to Bloom's Taxonomies. In the Arabic version, 37 out of 70 periods (55.29%) were given to plane geometry and trigonometry, whereas 29 out of 70 periods (41.41%) were allocated for geometry and trigonometry. Also, 12 periods (17.14%) were allocated for algebra in the Arabic version, whereas 19 periods (27.14%) in the English version. As concluded in the above percentages, more concentration was given to geometry in the Arabic version compared to Algebra in the English version. The results indicated that in the geometry chapter in the Arabic version, the educational objectives percentages ranged from 40.0 %( comprehension) to 8.75 (synthesis and evaluation), and 62.86 % of the educational objectives were in the lower levels of Bloom's Taxonomies. Whereas in the English version the Geometry chapter ranged from 45.65 % (application) to 10.87% (synthesis), and for the same chapters, 63.04 % were in the lower levels of Bloom's taxonomies. For the Algebra chapter, the objectives ranged from 56.25% (application) to 6.25 %( synthesis and evaluation) and from 47.62 % (application) to 4.76 % (comprehension and synthesis) in the Arabic and English versions respectively. With respect to educational objectives, 79.11 % of the educational objectives were at the application level in Arabic version compared to 93.27 % for the application in the English one.
Keywords: analysis,
textbook,
mathematics,
grade ten,
Bloom’s Taxonomies,
Abu-Dhabi