A Conceptual Framework for Analysing Teaching Difficulties in the Science Classroom

Authors

  • Awelani V. Mudau Department of Science and Technology Education, University of South africa, South Africa

Abstract

The purpose of this paper was to present a conceptual framework for analysing teaching difficulties in the science classroom. The framework was developed to assist and enhance diagnoses of teaching difficulties for the topic projectile motion and was thereof called the classroom practice diagnostic framework (CPDF). Data from two cases in the Johannesburg central district in South Africa was collected using interviews as well as observations of lessons in the topic projectile motion. Data was organised into themes and categories which were then analysed based on the CPDF to diagnose teaching difficulties. Based on the outcomes we can conclude that the CPDF has merit as an effective tool to analyse classroom practices and subsequently diagnose teaching difficulties. In addition the CPD framework may assist with information to assist in professional training of in-service teachers.

DOI: 10.5901/mjss.2013.v4n13p125

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Published

2013-11-07

Issue

Vol. 4 No. 13 (2013): November 2013

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite

A Conceptual Framework for Analysing Teaching Difficulties in the Science Classroom. (2013). Mediterranean Journal of Social Sciences, 4(13), 125. https://www.richtmann.org/journal/index.php/mjss/article/view/1494