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Science Education and Pedagogy in South Africa is a contemporary contribution that entices science teachers to 're-examine' or 'rethink' the pedagogical strategies they use in their teaching. It offers fresh and exciting teaching approaches that explore new ways to tackle the worrisome problems of how to plan, implement, and present excellent and quality learning opportunities. From this perspective the book is also a driver to enhance, promote, and accelerate learner performance in science education, given the many challenges that plague the subject. Science Education and Pedagogy in South Africa paves the way for researchers, postgraduate science education scholars, as well as pre-service and in-service science teachers to become empowered in their professional growth and development in search of appropriate pedagogies for a multicultural classroom.
List of contents
List of Figures - List of Tables - Michael van Wyk: Foreword - Preface - Acknowledgements - List of Abbreviations - Does Caps for Physical Science Promote Canonical or Humanistic Science? - How to Teach Western Science and Indigenous Knowledge as Complementary Bodies of Knowledge - The Dangers of Poor Science Teaching - How FET Physical Science Teachers Teach Selected Chemistry Topics - Argumentation as a Teaching Method - The Effect of a Professional Development Programme on Science Teachers' Instructional Practices - Towards a Humanising Philosophy of Education in South Africa - Index.
About the author
Oscar Koopman is Lecturer in Chemistry in the Faculty of Education at the Cape Peninsula University of Technology. He received his Ph.D. in science education at Stellenbosch University. He is also the author of Science Education and Curriculum in South Africa.
Summary
Science Education and Pedagogy in South Africa' is a contemporary contribution that entices science teachers to 're-examine' or 'rethink' the pedagogical strategies they use in their teaching.
