Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland

Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland

Recent trends show that learners’ enrolment and performance in science at secondary school level is dwindling. Some science topics including genetics in biology are said to be difficult for learners to learn and thus they perform poorly in examinations. Teacher knowledge base, particularly topic-spe...

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Bibliographic Details
Main Author: Mthethwa-Kunene, K.F.E.
Other Authors: Onwu, Gilbert O.M.
Language:en
Published: University of Pretoria 2015
Subjects:
*
Conditional knowledge
Content knowledge
Declarative knowledge
Genetics
UCTD
Learning difficulties
Pedagogical content knowledge (PCK)
Procedural knowledge
Biology teacher
Online Access:http://hdl.handle.net/2263/43191
Mthethwa-Kunene, K 2014, Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/43191>

Internet

http://hdl.handle.net/2263/43191
Mthethwa-Kunene, K 2014, Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/43191>

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