Pub Date : 2023-07-22DOI: 10.1177/00220574231190935
Vonna L. Hemmler, Allison W. Kenney, Susan Dulong Langley, E. J. Gubbins, C. Callahan, Del Siegle
Pacing guides are commonplace yet controversial in American public schools. For teachers who question their usefulness, one means to circumvent them is to exercise autonomy in pedagogical decision-making, though doing so comes with challenges. Through interviews, we examined how 87 gifted and general education 4th and 5th grade math and reading/language arts teachers in one large, diverse public school district expressed their autonomy and reported enacting it in their classrooms. Findings indicated teachers’ perceptions of autonomy differed, and their reported pacing guide deviations also differed accordingly. We discuss implications for those in environments where use of pacing guides is mandated.
{"title":"Elementary Teachers’ Perceptions and Reported Enactment of Autonomy From Prescribed Pacing Guides","authors":"Vonna L. Hemmler, Allison W. Kenney, Susan Dulong Langley, E. J. Gubbins, C. Callahan, Del Siegle","doi":"10.1177/00220574231190935","DOIUrl":"https://doi.org/10.1177/00220574231190935","url":null,"abstract":"Pacing guides are commonplace yet controversial in American public schools. For teachers who question their usefulness, one means to circumvent them is to exercise autonomy in pedagogical decision-making, though doing so comes with challenges. Through interviews, we examined how 87 gifted and general education 4th and 5th grade math and reading/language arts teachers in one large, diverse public school district expressed their autonomy and reported enacting it in their classrooms. Findings indicated teachers’ perceptions of autonomy differed, and their reported pacing guide deviations also differed accordingly. We discuss implications for those in environments where use of pacing guides is mandated.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"29 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74276177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-13DOI: 10.17159/2520-9868/i91a03
Lindokuhle Ubisi
Internationally, educational sexual models (ESMs) have been gradually incorporated into comprehensive sex education (CSE) in schools for the blind (SFB). However, there is limited evidence that this has been taking place in South African SFB. This review sought to establish how these models are perceived by teachers and whether South African teachers receive any exposure to, or training to use, these models during their teacher education. The review not only established that limited training and exposure is taking place, but that teachers state that they need these models but feel constrained by social censorship. This means that crucial information was lacking from their lessons (e.g. authentic demonstrations where learners can feel and touch to learn). The review suggests that teachers need to be capacitated with appropriate pedagogy, competencies, and resources to respond to controversial areas of teaching and learning such as the place of ESMs in CSE lessons.
{"title":"A literature review of South African schools for the blind and their use of educational sexual models in comprehensive sexuality education","authors":"Lindokuhle Ubisi","doi":"10.17159/2520-9868/i91a03","DOIUrl":"https://doi.org/10.17159/2520-9868/i91a03","url":null,"abstract":"Internationally, educational sexual models (ESMs) have been gradually incorporated into comprehensive sex education (CSE) in schools for the blind (SFB). However, there is limited evidence that this has been taking place in South African SFB. This review sought to establish how these models are perceived by teachers and whether South African teachers receive any exposure to, or training to use, these models during their teacher education. The review not only established that limited training and exposure is taking place, but that teachers state that they need these models but feel constrained by social censorship. This means that crucial information was lacking from their lessons (e.g. authentic demonstrations where learners can feel and touch to learn). The review suggests that teachers need to be capacitated with appropriate pedagogy, competencies, and resources to respond to controversial areas of teaching and learning such as the place of ESMs in CSE lessons.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87297947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-13DOI: 10.17159/2520-9868/i91a05
A. Andrason, Jessica van den Brink
This article is dedicated to one of the less-researched flaws in the South African subsidy system (SASS), namely, the issue of doubly affiliated appointees. The authors review the case of an undisclosed organisational entity at a South African university, and analyse the role doubly affiliated appointees (specifically, extraordinary professors and research fellows) played in the research output generated over six years, that is, from 2016 to 2021. The authors couch their findings within decolonial theories and conclude the following: the recruitment of doubly affiliated appointees to boost the research output of tertiary educational centres constitutes a practice that violates the principles of SASS and contributes to the epistemic recolonisation of academy.
{"title":"Publishing (mal)practices and their (re)colonising effects: Double affiliations in academic publishing","authors":"A. Andrason, Jessica van den Brink","doi":"10.17159/2520-9868/i91a05","DOIUrl":"https://doi.org/10.17159/2520-9868/i91a05","url":null,"abstract":"This article is dedicated to one of the less-researched flaws in the South African subsidy system (SASS), namely, the issue of doubly affiliated appointees. The authors review the case of an undisclosed organisational entity at a South African university, and analyse the role doubly affiliated appointees (specifically, extraordinary professors and research fellows) played in the research output generated over six years, that is, from 2016 to 2021. The authors couch their findings within decolonial theories and conclude the following: the recruitment of doubly affiliated appointees to boost the research output of tertiary educational centres constitutes a practice that violates the principles of SASS and contributes to the epistemic recolonisation of academy.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"3 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73531728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-13DOI: 10.17159/2520-9868/i91a07
I. Buccus, C. Potgieter
This paper examined the transformational goals and strategies of nine black university vice-chancellors in South Africa in order to understand how they direct transformation of higher education in the country. The paper draws from narrative inquiry underlined by transformational leadership theory, and focuses on in-depth interviews with university vice-chancellors. The study focused on the key themes that direct vice-chancellors' transformational leadership strategies. These are devolution of power, the needs to transform the institutional culture and attain social equity through putting students first, and addressing the next generation of academic scholars. Finally, the paper draws attention to the enduring imperative to transform universities through a social equity lens and the significance of vice-chancellors' transformational agendas and strategies in this regard. The local context of the university plays an important role in transformational leadership goals and strategies
{"title":"\"In the trenches\": South African vice-chancellors leading transformation in times of change","authors":"I. Buccus, C. Potgieter","doi":"10.17159/2520-9868/i91a07","DOIUrl":"https://doi.org/10.17159/2520-9868/i91a07","url":null,"abstract":"This paper examined the transformational goals and strategies of nine black university vice-chancellors in South Africa in order to understand how they direct transformation of higher education in the country. The paper draws from narrative inquiry underlined by transformational leadership theory, and focuses on in-depth interviews with university vice-chancellors. The study focused on the key themes that direct vice-chancellors' transformational leadership strategies. These are devolution of power, the needs to transform the institutional culture and attain social equity through putting students first, and addressing the next generation of academic scholars. Finally, the paper draws attention to the enduring imperative to transform universities through a social equity lens and the significance of vice-chancellors' transformational agendas and strategies in this regard. The local context of the university plays an important role in transformational leadership goals and strategies","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"17 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91384152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-13DOI: 10.17159/2520-9868/i91a01
Naledi Filita, Thuthukile Jita
This paper focuses on the use of information and communication technology (ICT) in the teaching of Sesotho as a home language. It seeks to answer the questions, "What causes poor adoption of the use of ICT to teach Sesotho in secondary schools?" and "What should be done to promote more effective adoption of ICT in the teaching of Sesotho as an indigenous language?" The study employed a qualitative approach. A sample of 12 teachers was drawn to participate in the study, with the sampling design adopting a multi-stage sampling technique. Our findings indicated there is poor adoption of ICT in the teaching and learning of Sesotho among some South African secondary schools. This poor adoption may be explained in terms of a lack of ICT training among teachers and a shortage of resources in schools. In line with these findings, we recommend that the Department of Basic Education capacitates schools by continually training, motivating, and resourcing teachers.
{"title":"The use of information and communication technology in the teaching of Sesotho as a home language","authors":"Naledi Filita, Thuthukile Jita","doi":"10.17159/2520-9868/i91a01","DOIUrl":"https://doi.org/10.17159/2520-9868/i91a01","url":null,"abstract":"This paper focuses on the use of information and communication technology (ICT) in the teaching of Sesotho as a home language. It seeks to answer the questions, \"What causes poor adoption of the use of ICT to teach Sesotho in secondary schools?\" and \"What should be done to promote more effective adoption of ICT in the teaching of Sesotho as an indigenous language?\" The study employed a qualitative approach. A sample of 12 teachers was drawn to participate in the study, with the sampling design adopting a multi-stage sampling technique. Our findings indicated there is poor adoption of ICT in the teaching and learning of Sesotho among some South African secondary schools. This poor adoption may be explained in terms of a lack of ICT training among teachers and a shortage of resources in schools. In line with these findings, we recommend that the Department of Basic Education capacitates schools by continually training, motivating, and resourcing teachers.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"5 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87745877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-13DOI: 10.17159/2520-9868/i91a08
E. Papageorgiou
Employers and professional bodies have called repeatedly for critical thinking to be included in the curricula of higher education courses. Therefore, researchers should actively engage in developing course material that includes critical thinking. The purpose of this paper is to explore students' perceptions of the inclusion of a critical thinking course in an accounting curriculum in order to develop and foster their critical thinking. The study adopted a mixed method design to understand students' perceptions of the inclusion of critical thinking in the accounting course. The findings revealed positive results and the promising perceptions that most students benefitted from the inclusion of the critical thinking in the curriculum. The five highest ranked areas in which students benefitted were communication skills, gaining confidence, writing skills, improved reading, and teamwork skills. In addition, most students confirmed that the critical thinking course assisted them to think logically and clearly and be independent. This study contributes to the improvement of student preparedness and readiness for the workplace and to the acquisition of lifelong skills through formal education.
{"title":"The inclusion of critical thinking in an accounting curriculum: Students' perceptions","authors":"E. Papageorgiou","doi":"10.17159/2520-9868/i91a08","DOIUrl":"https://doi.org/10.17159/2520-9868/i91a08","url":null,"abstract":"Employers and professional bodies have called repeatedly for critical thinking to be included in the curricula of higher education courses. Therefore, researchers should actively engage in developing course material that includes critical thinking. The purpose of this paper is to explore students' perceptions of the inclusion of a critical thinking course in an accounting curriculum in order to develop and foster their critical thinking. The study adopted a mixed method design to understand students' perceptions of the inclusion of critical thinking in the accounting course. The findings revealed positive results and the promising perceptions that most students benefitted from the inclusion of the critical thinking in the curriculum. The five highest ranked areas in which students benefitted were communication skills, gaining confidence, writing skills, improved reading, and teamwork skills. In addition, most students confirmed that the critical thinking course assisted them to think logically and clearly and be independent. This study contributes to the improvement of student preparedness and readiness for the workplace and to the acquisition of lifelong skills through formal education.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"13 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77356759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-13DOI: 10.17159/2520-9868/i91a04
Thaddeus Mahoso, M. Finestone
This study aimed at unravelling and comprehending teachers' perceptions on the teaching of comprehensive sexuality education (CSE) in early grades. The study opted for a qualitative case study design in an interpretive paradigm, with semi-structured interviews and document analysis as data-gathering instruments. Ten primary school teachers responsible for early childhood development were selected through purposive sampling. The collected data were analysed using a thematic approach. This study revealed that early grade teachers in Zimbabwe perceived CSE as essential in empowering early grade children with skills, knowledge, and attitudes needed to protect them from sexual abuse. However, they were uncomfortable teaching it due to several cultural restrictions. The teachers felt the need to be supported in the teaching of CSE in early childhood by being provided with a curriculum, appropriate professional development strategies, and teaching materials. The study recommends the teaching of CSE at early childhood development level. Parents should be educated on the significance and objectives of CSE for their children.
{"title":"Teachers' perceptions on teaching comprehensive sexuality education in early grades in Chipinge, Zimbabwe","authors":"Thaddeus Mahoso, M. Finestone","doi":"10.17159/2520-9868/i91a04","DOIUrl":"https://doi.org/10.17159/2520-9868/i91a04","url":null,"abstract":"This study aimed at unravelling and comprehending teachers' perceptions on the teaching of comprehensive sexuality education (CSE) in early grades. The study opted for a qualitative case study design in an interpretive paradigm, with semi-structured interviews and document analysis as data-gathering instruments. Ten primary school teachers responsible for early childhood development were selected through purposive sampling. The collected data were analysed using a thematic approach. This study revealed that early grade teachers in Zimbabwe perceived CSE as essential in empowering early grade children with skills, knowledge, and attitudes needed to protect them from sexual abuse. However, they were uncomfortable teaching it due to several cultural restrictions. The teachers felt the need to be supported in the teaching of CSE in early childhood by being provided with a curriculum, appropriate professional development strategies, and teaching materials. The study recommends the teaching of CSE at early childhood development level. Parents should be educated on the significance and objectives of CSE for their children.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"8 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84247385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-13DOI: 10.17159/2520-9868/i91a06
Sunday Paul C. Onwuegbuchulam
The Fallist movement in South Africa, among other points, called into question the relevance of maintaining aspects of colonial heritage, especially as they relate to knowledge construction at South African higher education institutions. The issues of transformation and knowledge decolonisation also came into the limelight with some students calling for the decolonisation/Africanisation of science as a system of knowledge, hence #ScienceMustFall. These issues can be placed in the wider context of the argument that African centres of learning are founded on colonial epistemologies and forms of education. It is notably a reality that impedes the project of proper transformation and decolonisation at African centres of learning. Utilising desktop methods, this article engages the debate on knowledge decolonisation at African universities in the 21st century. Based on Francois Lyotard's postmodern views, the article theorises a possible philosophical grounding for knowledge decolonisation. It argues for openness to subjectivity in the enterprise of knowledge construction, and for the integration and mainstreaming of African knowledge systems at African universities.
{"title":"Decolonisation, knowledge construction, and legitimation at African universities in the 21st century: Relevance of François Lyotard","authors":"Sunday Paul C. Onwuegbuchulam","doi":"10.17159/2520-9868/i91a06","DOIUrl":"https://doi.org/10.17159/2520-9868/i91a06","url":null,"abstract":"The Fallist movement in South Africa, among other points, called into question the relevance of maintaining aspects of colonial heritage, especially as they relate to knowledge construction at South African higher education institutions. The issues of transformation and knowledge decolonisation also came into the limelight with some students calling for the decolonisation/Africanisation of science as a system of knowledge, hence #ScienceMustFall. These issues can be placed in the wider context of the argument that African centres of learning are founded on colonial epistemologies and forms of education. It is notably a reality that impedes the project of proper transformation and decolonisation at African centres of learning. Utilising desktop methods, this article engages the debate on knowledge decolonisation at African universities in the 21st century. Based on Francois Lyotard's postmodern views, the article theorises a possible philosophical grounding for knowledge decolonisation. It argues for openness to subjectivity in the enterprise of knowledge construction, and for the integration and mainstreaming of African knowledge systems at African universities.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"35 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89967739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-13DOI: 10.17159/2520-9868/i91a09
N. L. Mashau
The world-wide outbreak of Covid-19 effected radical change in most institutions of higher learning. These institutions were forced to adopt any technologies at their disposal to continue with teaching and learning and, during that time, many students and lecturers at rural-based universities adopted mobile instant messaging (MIM) for collaborative learning. This study investigates the impact of MIM for collaborative learning during a Covid-19 lockdown in one rural-based university. Data were collected from both students and lecturers using a closed-ended questionnaire, and analysed using IBM SPSS Statistics. The study found that MIM had a positive impact on collaborative learning in the rural-based university during the Covid-19 lockdown.
{"title":"An empirical analysis of the impact of mobile instant messaging for collaborative learning during the Covid-19 lockdown in a rural-based university","authors":"N. L. Mashau","doi":"10.17159/2520-9868/i91a09","DOIUrl":"https://doi.org/10.17159/2520-9868/i91a09","url":null,"abstract":"The world-wide outbreak of Covid-19 effected radical change in most institutions of higher learning. These institutions were forced to adopt any technologies at their disposal to continue with teaching and learning and, during that time, many students and lecturers at rural-based universities adopted mobile instant messaging (MIM) for collaborative learning. This study investigates the impact of MIM for collaborative learning during a Covid-19 lockdown in one rural-based university. Data were collected from both students and lecturers using a closed-ended questionnaire, and analysed using IBM SPSS Statistics. The study found that MIM had a positive impact on collaborative learning in the rural-based university during the Covid-19 lockdown.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"10 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83195492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-13DOI: 10.17159/2520-9868/i91a02
E. Ajayi
Value(s) is a conceptualisation, and it is abstract because it does not have physical presence. The National Curriculum Statement (NCS) Grades R-12 is a postapartheid values-driven policy statement currently used for teaching and learning in South African schools. From the start of democracy, curricular documents used in South Africa have been built on certain fundamental values that inspired the nation's Constitution. However, against the backdrop of its imprecision in the policy statement, this study examined what the NCS's philosophy of equipping learners with values connotes, and how it could be conceptualised for integration into classroom teaching of life sciences concepts. The qualitative study was underpinned by the cultural-historical activity theory as theoretical framework. Textual data in form of words, phrases, sentences, excerpts, quotations, or entire passages from policy documents were analysed using the Bowen (2009) approach to document analysis. The Manifesto on Values, Education, and Democracy (Department of Education, 2001) provided the framework for deductive and inductive approaches to analysis. The study offers explanation on how equipping learners with values can be understood and interpreted in terms of nurturing, seeding, instilling, or inculcating South African constitutional values in learners and awareness pertaining to strategies that can be used to accomplish this are established. How the curriculum philosophy can be conceptualised for integration into classroom teaching of life sciences concepts is also proposed.
{"title":"Analysing the curriculum philosophy of equipping learners with values, and its conceptualisation for integration into life sciences teaching in South African schools","authors":"E. Ajayi","doi":"10.17159/2520-9868/i91a02","DOIUrl":"https://doi.org/10.17159/2520-9868/i91a02","url":null,"abstract":"Value(s) is a conceptualisation, and it is abstract because it does not have physical presence. The National Curriculum Statement (NCS) Grades R-12 is a postapartheid values-driven policy statement currently used for teaching and learning in South African schools. From the start of democracy, curricular documents used in South Africa have been built on certain fundamental values that inspired the nation's Constitution. However, against the backdrop of its imprecision in the policy statement, this study examined what the NCS's philosophy of equipping learners with values connotes, and how it could be conceptualised for integration into classroom teaching of life sciences concepts. The qualitative study was underpinned by the cultural-historical activity theory as theoretical framework. Textual data in form of words, phrases, sentences, excerpts, quotations, or entire passages from policy documents were analysed using the Bowen (2009) approach to document analysis. The Manifesto on Values, Education, and Democracy (Department of Education, 2001) provided the framework for deductive and inductive approaches to analysis. The study offers explanation on how equipping learners with values can be understood and interpreted in terms of nurturing, seeding, instilling, or inculcating South African constitutional values in learners and awareness pertaining to strategies that can be used to accomplish this are established. How the curriculum philosophy can be conceptualised for integration into classroom teaching of life sciences concepts is also proposed.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"41 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78533713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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