Abstract
Background:
The purpose of this paper is to present a conceptual framework for diagnosing teaching difficulties of a science topic in the science classroom
Material and methods:
qualitative study
Results:
The development of the framework is presented as well as descriptions of the features of the framework. How the framework can be used is also elaborated.
Conclusions:
It is also recommended that further studies can be done on the intersection between teacher knowledge and the kinds of discourse it promotes. That is the focus can be on the connection between teacher content knowledge and the classroom discourse. Hence, the researcher can use the framework to analyse the intersection of those from the perspective of teacher action
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 12, Issue 11, November 2016, 2797-2815
https://doi.org/10.12973/eurasia.2016.02305a
Publication date: 15 Aug 2016
Article Views: 2208
Article Downloads: 1411
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