Teaching and Learning Biology in Secondary Schools in Kenya

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dc.contributor.authorNamuddu, Katherine
dc.date.accessioned2023-02-23T09:20:09Z
dc.date.available2023-02-23T09:20:09Z
dc.date.issued1989
dc.description.abstractThis paper presents two case studies of teaching and learning biology in 2 secondary schools in Kenya. The data were derived during a 3 year study (1982-1985) whose goal was to understand the nature of the teaching-learning process. A theoretical framework from interpretive research (Erickson, 1973, 1980 and 1986), was used, with data collection and analysis centred on exposing and clarifying teachers' and students' everyday meanings of their actions and events in the teaching-learning processes. Data were collected through participant and non-participant observation, interviews, self-reports by teachers and students and reflective discussion with teachers based on reviewing audio and video classroom lessons. The basic assumption was that participants assess the quality of the social environment in the school and classroom and, using their perspectives as individuals and as group members, devise short and long term strategies for participation in the teaching-learning process. Therefore, what is learnt and how it is learned may or may not be concordant with stated goals of teaching and learning biology.en_US
dc.identifier.citationNamuddu, K. (1989). Teaching and learning biology in secondary schools in Kenya.https://doi.org/10.1080/03057268908559974en_US
dc.identifier.urihttps://nru.uncst.go.ug/handle/123456789/7955
dc.language.isoenen_US
dc.publisherStudies in Science Educationen_US
dc.subjectTeachingen_US
dc.subjectLearningen_US
dc.subjectSchoolsen_US
dc.subjectBiologyen_US
dc.titleTeaching and Learning Biology in Secondary Schools in Kenyaen_US
dc.typeWorking Paperen_US
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