• Login
    View Item 
    •   KovsieScholar Home
    • KovsieJournals
    • Perspectives in Education
    • PiE 2015 Volume 33 Issue 3
    • View Item
    •   KovsieScholar Home
    • KovsieJournals
    • Perspectives in Education
    • PiE 2015 Volume 33 Issue 3
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Multimodality in science education as productive pedagogy in a PGCE programme

    Thumbnail
    View/Open
    persed_v33_n3_a10.pdf (523.3Kb)
    Date
    2015
    Author
    Edwards, Nazeem
    Metadata
    Show full item record
    Abstract
    Initial teacher education programmes such as the Postgraduate Certificate in Education (PGCE) in South Africa are undergoing significant changes with the introduction of a new policy regime. This paper briefly outlines the policy changes advanced for teacher education programmes in South Africa. It examines productive pedagogies as a conceptual framework to underpin such a restructured programme. It then proposes that multiple representations can serve as a productive pedagogy of enactment in the science classroom because it engages the student with higher-order thinking skills, connects them with the world beyond the classroom in a supportive environment, and values difference by affording students multiple opportunities to develop a deep understanding of concepts. Some examples are given and the broader implications for classroom practice are discussed.
    URI
    http://hdl.handle.net/11660/3812
    Collections
    • PiE 2015 Volume 33 Issue 3

    DSpace software copyright © 2002-2016  DuraSpace
    Contact Us | Send Feedback
     

     

    Browse

    All of KovsieScholarCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    DSpace software copyright © 2002-2016  DuraSpace
    Contact Us | Send Feedback