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dc.contributor.advisorJita, L. C.
dc.contributor.authorKokonyane, Matumelo Jonase
dc.date.accessioned2015-11-13T08:52:31Z
dc.date.available2015-11-13T08:52:31Z
dc.date.copyright2015-01
dc.date.issued2015-01
dc.identifier.urihttp://hdl.handle.net/11660/1648
dc.description.abstractThis paper examines the Opportunities to Learn (OTL) natural sciences in two primary schools in Botha-Bothe, Lesotho. Two case studies relating to curriculum delivery were used to understand how teachers make sense of the curriculum, how they interpret it and how they teach natural sciences. Observations of and interviews with Standard 7 teachers and their principals were used to collect data. The data reveal that different classrooms and schools vary in their provision of OTL. The paper concludes that teachers’ own OTL shape curriculum delivery and practice in their classrooms. We recommend the provision of targeted ongoing professional development for primary-school teachers, in order to improve the teachers’ own OTL and thereby enhance curriculum delivery and learning by school learners.en_ZA
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectCurriculum deliveryen_ZA
dc.subjectLesothoen_ZA
dc.subjectOpportunities to learnen_ZA
dc.subjectNatural sciencesen_ZA
dc.subjectEducation for allen_ZA
dc.subjectScience -- Study and teaching (Secondary)en_ZA
dc.subjectScience -- Curricula -- Lesothoen_ZA
dc.subjectDissertation (M.Ed. (Curriculum Studies))--University of the Free State, 2015en_ZA
dc.titleA comparative study of opportunity to learn in natural sciences: case studies of two standard 7 classes in Botha-Bothe, Lesothoen_ZA
dc.typeDissertationen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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