Maximizing Science Learning through Practical Work in Secondary Schools in Tanzania: Student-Teachers’ Adaptation to Language Supportive Pedagogy
There is a lack of clarity about the role of practical work in promoting learning and thinking, due to mediocrity in the way it is being handled. This study used mixed methods design to develop through microteaching, LSP integrated practical work to explore its characteristics in order to examine h...
Ausführliche Beschreibung
Autor*in: |
Festo Nguru [verfasserIn] |
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Sprache: |
Englisch |
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2021 |
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In: African Journal of Teacher Education - Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD), 2019, 10(2021), 1, Seite 195-221 |
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Übergeordnetes Werk: |
volume:10 ; year:2021 ; number:1 ; pages:195-221 |
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DOI / URN: |
10.21083/ajote.v10i1.6356 |
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Katalog-ID: |
DOAJ026219417 |
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10.21083/ajote.v10i1.6356 doi (DE-627)DOAJ026219417 (DE-599)DOAJf78317df4f534145a192b68daf1d2830 DE-627 ger DE-627 rakwb eng Festo Nguru verfasserin aut Maximizing Science Learning through Practical Work in Secondary Schools in Tanzania: Student-Teachers’ Adaptation to Language Supportive Pedagogy 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier There is a lack of clarity about the role of practical work in promoting learning and thinking, due to mediocrity in the way it is being handled. This study used mixed methods design to develop through microteaching, LSP integrated practical work to explore its characteristics in order to examine how the student-teachers adapted to the pedagogy in relation to its efficacy in developing science, English language, and pedagogy. The research was conducted at the University of Dodoma. The study involved 63 student-teachers and five lecturers with different specializations. The study was carried out in three cycles at the College of Education. It involved the second-year students who were studying Bachelor of Education in Science, who undertook a Physics Teaching Methods course. Review of lesson plans, achievement tests, classroom observations, and interviews with student-teachers, together with focus group discussions among the lecturers, were used to collect data. The qualitative data were analysed using the thematic analysis approach, while the quantitative data were analysed through repeated measures t-test. The student-teachers were able to plan and implement LSP practical lessons in which case students reported to have enjoyed their participation, sharing of experiences, and the bilingual classrooms. The findings from the repeated measures t-test show that there was a significant rise in the mean scores from pre-test (67.9) to the post-test (80.2), with very much reduced variability (SD) of scores among students from 24.9 (pre-test) to 6.6 (post-test). From interviews with 8 case students after each lesson, it was concluded that the students improved in science content, English language competence, and pedagogy. language supportive practical work; language supportive pedagogy; pre-service science teacher education; secondary science education; collaborative science teacher development. Education L In African Journal of Teacher Education Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD), 2019 10(2021), 1, Seite 195-221 (DE-627)683371975 (DE-600)2646283-7 19167822 nnns volume:10 year:2021 number:1 pages:195-221 https://doi.org/10.21083/ajote.v10i1.6356 kostenfrei https://doaj.org/article/f78317df4f534145a192b68daf1d2830 kostenfrei https://journal.lib.uoguelph.ca/index.php/ajote/article/view/6356 kostenfrei https://doaj.org/toc/1916-7822 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2021 1 195-221 |
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10.21083/ajote.v10i1.6356 doi (DE-627)DOAJ026219417 (DE-599)DOAJf78317df4f534145a192b68daf1d2830 DE-627 ger DE-627 rakwb eng Festo Nguru verfasserin aut Maximizing Science Learning through Practical Work in Secondary Schools in Tanzania: Student-Teachers’ Adaptation to Language Supportive Pedagogy 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier There is a lack of clarity about the role of practical work in promoting learning and thinking, due to mediocrity in the way it is being handled. This study used mixed methods design to develop through microteaching, LSP integrated practical work to explore its characteristics in order to examine how the student-teachers adapted to the pedagogy in relation to its efficacy in developing science, English language, and pedagogy. The research was conducted at the University of Dodoma. The study involved 63 student-teachers and five lecturers with different specializations. The study was carried out in three cycles at the College of Education. It involved the second-year students who were studying Bachelor of Education in Science, who undertook a Physics Teaching Methods course. Review of lesson plans, achievement tests, classroom observations, and interviews with student-teachers, together with focus group discussions among the lecturers, were used to collect data. The qualitative data were analysed using the thematic analysis approach, while the quantitative data were analysed through repeated measures t-test. The student-teachers were able to plan and implement LSP practical lessons in which case students reported to have enjoyed their participation, sharing of experiences, and the bilingual classrooms. The findings from the repeated measures t-test show that there was a significant rise in the mean scores from pre-test (67.9) to the post-test (80.2), with very much reduced variability (SD) of scores among students from 24.9 (pre-test) to 6.6 (post-test). From interviews with 8 case students after each lesson, it was concluded that the students improved in science content, English language competence, and pedagogy. language supportive practical work; language supportive pedagogy; pre-service science teacher education; secondary science education; collaborative science teacher development. Education L In African Journal of Teacher Education Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD), 2019 10(2021), 1, Seite 195-221 (DE-627)683371975 (DE-600)2646283-7 19167822 nnns volume:10 year:2021 number:1 pages:195-221 https://doi.org/10.21083/ajote.v10i1.6356 kostenfrei https://doaj.org/article/f78317df4f534145a192b68daf1d2830 kostenfrei https://journal.lib.uoguelph.ca/index.php/ajote/article/view/6356 kostenfrei https://doaj.org/toc/1916-7822 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2021 1 195-221 |
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10.21083/ajote.v10i1.6356 doi (DE-627)DOAJ026219417 (DE-599)DOAJf78317df4f534145a192b68daf1d2830 DE-627 ger DE-627 rakwb eng Festo Nguru verfasserin aut Maximizing Science Learning through Practical Work in Secondary Schools in Tanzania: Student-Teachers’ Adaptation to Language Supportive Pedagogy 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier There is a lack of clarity about the role of practical work in promoting learning and thinking, due to mediocrity in the way it is being handled. This study used mixed methods design to develop through microteaching, LSP integrated practical work to explore its characteristics in order to examine how the student-teachers adapted to the pedagogy in relation to its efficacy in developing science, English language, and pedagogy. The research was conducted at the University of Dodoma. The study involved 63 student-teachers and five lecturers with different specializations. The study was carried out in three cycles at the College of Education. It involved the second-year students who were studying Bachelor of Education in Science, who undertook a Physics Teaching Methods course. Review of lesson plans, achievement tests, classroom observations, and interviews with student-teachers, together with focus group discussions among the lecturers, were used to collect data. The qualitative data were analysed using the thematic analysis approach, while the quantitative data were analysed through repeated measures t-test. The student-teachers were able to plan and implement LSP practical lessons in which case students reported to have enjoyed their participation, sharing of experiences, and the bilingual classrooms. The findings from the repeated measures t-test show that there was a significant rise in the mean scores from pre-test (67.9) to the post-test (80.2), with very much reduced variability (SD) of scores among students from 24.9 (pre-test) to 6.6 (post-test). From interviews with 8 case students after each lesson, it was concluded that the students improved in science content, English language competence, and pedagogy. language supportive practical work; language supportive pedagogy; pre-service science teacher education; secondary science education; collaborative science teacher development. Education L In African Journal of Teacher Education Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD), 2019 10(2021), 1, Seite 195-221 (DE-627)683371975 (DE-600)2646283-7 19167822 nnns volume:10 year:2021 number:1 pages:195-221 https://doi.org/10.21083/ajote.v10i1.6356 kostenfrei https://doaj.org/article/f78317df4f534145a192b68daf1d2830 kostenfrei https://journal.lib.uoguelph.ca/index.php/ajote/article/view/6356 kostenfrei https://doaj.org/toc/1916-7822 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2021 1 195-221 |
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10.21083/ajote.v10i1.6356 doi (DE-627)DOAJ026219417 (DE-599)DOAJf78317df4f534145a192b68daf1d2830 DE-627 ger DE-627 rakwb eng Festo Nguru verfasserin aut Maximizing Science Learning through Practical Work in Secondary Schools in Tanzania: Student-Teachers’ Adaptation to Language Supportive Pedagogy 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier There is a lack of clarity about the role of practical work in promoting learning and thinking, due to mediocrity in the way it is being handled. This study used mixed methods design to develop through microteaching, LSP integrated practical work to explore its characteristics in order to examine how the student-teachers adapted to the pedagogy in relation to its efficacy in developing science, English language, and pedagogy. The research was conducted at the University of Dodoma. The study involved 63 student-teachers and five lecturers with different specializations. The study was carried out in three cycles at the College of Education. It involved the second-year students who were studying Bachelor of Education in Science, who undertook a Physics Teaching Methods course. Review of lesson plans, achievement tests, classroom observations, and interviews with student-teachers, together with focus group discussions among the lecturers, were used to collect data. The qualitative data were analysed using the thematic analysis approach, while the quantitative data were analysed through repeated measures t-test. The student-teachers were able to plan and implement LSP practical lessons in which case students reported to have enjoyed their participation, sharing of experiences, and the bilingual classrooms. The findings from the repeated measures t-test show that there was a significant rise in the mean scores from pre-test (67.9) to the post-test (80.2), with very much reduced variability (SD) of scores among students from 24.9 (pre-test) to 6.6 (post-test). From interviews with 8 case students after each lesson, it was concluded that the students improved in science content, English language competence, and pedagogy. language supportive practical work; language supportive pedagogy; pre-service science teacher education; secondary science education; collaborative science teacher development. Education L In African Journal of Teacher Education Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD), 2019 10(2021), 1, Seite 195-221 (DE-627)683371975 (DE-600)2646283-7 19167822 nnns volume:10 year:2021 number:1 pages:195-221 https://doi.org/10.21083/ajote.v10i1.6356 kostenfrei https://doaj.org/article/f78317df4f534145a192b68daf1d2830 kostenfrei https://journal.lib.uoguelph.ca/index.php/ajote/article/view/6356 kostenfrei https://doaj.org/toc/1916-7822 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2021 1 195-221 |
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10.21083/ajote.v10i1.6356 doi (DE-627)DOAJ026219417 (DE-599)DOAJf78317df4f534145a192b68daf1d2830 DE-627 ger DE-627 rakwb eng Festo Nguru verfasserin aut Maximizing Science Learning through Practical Work in Secondary Schools in Tanzania: Student-Teachers’ Adaptation to Language Supportive Pedagogy 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier There is a lack of clarity about the role of practical work in promoting learning and thinking, due to mediocrity in the way it is being handled. This study used mixed methods design to develop through microteaching, LSP integrated practical work to explore its characteristics in order to examine how the student-teachers adapted to the pedagogy in relation to its efficacy in developing science, English language, and pedagogy. The research was conducted at the University of Dodoma. The study involved 63 student-teachers and five lecturers with different specializations. The study was carried out in three cycles at the College of Education. It involved the second-year students who were studying Bachelor of Education in Science, who undertook a Physics Teaching Methods course. Review of lesson plans, achievement tests, classroom observations, and interviews with student-teachers, together with focus group discussions among the lecturers, were used to collect data. The qualitative data were analysed using the thematic analysis approach, while the quantitative data were analysed through repeated measures t-test. The student-teachers were able to plan and implement LSP practical lessons in which case students reported to have enjoyed their participation, sharing of experiences, and the bilingual classrooms. The findings from the repeated measures t-test show that there was a significant rise in the mean scores from pre-test (67.9) to the post-test (80.2), with very much reduced variability (SD) of scores among students from 24.9 (pre-test) to 6.6 (post-test). From interviews with 8 case students after each lesson, it was concluded that the students improved in science content, English language competence, and pedagogy. language supportive practical work; language supportive pedagogy; pre-service science teacher education; secondary science education; collaborative science teacher development. Education L In African Journal of Teacher Education Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD), 2019 10(2021), 1, Seite 195-221 (DE-627)683371975 (DE-600)2646283-7 19167822 nnns volume:10 year:2021 number:1 pages:195-221 https://doi.org/10.21083/ajote.v10i1.6356 kostenfrei https://doaj.org/article/f78317df4f534145a192b68daf1d2830 kostenfrei https://journal.lib.uoguelph.ca/index.php/ajote/article/view/6356 kostenfrei https://doaj.org/toc/1916-7822 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2021 1 195-221 |
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Maximizing Science Learning through Practical Work in Secondary Schools in Tanzania: Student-Teachers’ Adaptation to Language Supportive Pedagogy language supportive practical work; language supportive pedagogy; pre-service science teacher education; secondary science education; collaborative science teacher development |
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maximizing science learning through practical work in secondary schools in tanzania: student-teachers’ adaptation to language supportive pedagogy |
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Maximizing Science Learning through Practical Work in Secondary Schools in Tanzania: Student-Teachers’ Adaptation to Language Supportive Pedagogy |
abstract |
There is a lack of clarity about the role of practical work in promoting learning and thinking, due to mediocrity in the way it is being handled. This study used mixed methods design to develop through microteaching, LSP integrated practical work to explore its characteristics in order to examine how the student-teachers adapted to the pedagogy in relation to its efficacy in developing science, English language, and pedagogy. The research was conducted at the University of Dodoma. The study involved 63 student-teachers and five lecturers with different specializations. The study was carried out in three cycles at the College of Education. It involved the second-year students who were studying Bachelor of Education in Science, who undertook a Physics Teaching Methods course. Review of lesson plans, achievement tests, classroom observations, and interviews with student-teachers, together with focus group discussions among the lecturers, were used to collect data. The qualitative data were analysed using the thematic analysis approach, while the quantitative data were analysed through repeated measures t-test. The student-teachers were able to plan and implement LSP practical lessons in which case students reported to have enjoyed their participation, sharing of experiences, and the bilingual classrooms. The findings from the repeated measures t-test show that there was a significant rise in the mean scores from pre-test (67.9) to the post-test (80.2), with very much reduced variability (SD) of scores among students from 24.9 (pre-test) to 6.6 (post-test). From interviews with 8 case students after each lesson, it was concluded that the students improved in science content, English language competence, and pedagogy. |
abstractGer |
There is a lack of clarity about the role of practical work in promoting learning and thinking, due to mediocrity in the way it is being handled. This study used mixed methods design to develop through microteaching, LSP integrated practical work to explore its characteristics in order to examine how the student-teachers adapted to the pedagogy in relation to its efficacy in developing science, English language, and pedagogy. The research was conducted at the University of Dodoma. The study involved 63 student-teachers and five lecturers with different specializations. The study was carried out in three cycles at the College of Education. It involved the second-year students who were studying Bachelor of Education in Science, who undertook a Physics Teaching Methods course. Review of lesson plans, achievement tests, classroom observations, and interviews with student-teachers, together with focus group discussions among the lecturers, were used to collect data. The qualitative data were analysed using the thematic analysis approach, while the quantitative data were analysed through repeated measures t-test. The student-teachers were able to plan and implement LSP practical lessons in which case students reported to have enjoyed their participation, sharing of experiences, and the bilingual classrooms. The findings from the repeated measures t-test show that there was a significant rise in the mean scores from pre-test (67.9) to the post-test (80.2), with very much reduced variability (SD) of scores among students from 24.9 (pre-test) to 6.6 (post-test). From interviews with 8 case students after each lesson, it was concluded that the students improved in science content, English language competence, and pedagogy. |
abstract_unstemmed |
There is a lack of clarity about the role of practical work in promoting learning and thinking, due to mediocrity in the way it is being handled. This study used mixed methods design to develop through microteaching, LSP integrated practical work to explore its characteristics in order to examine how the student-teachers adapted to the pedagogy in relation to its efficacy in developing science, English language, and pedagogy. The research was conducted at the University of Dodoma. The study involved 63 student-teachers and five lecturers with different specializations. The study was carried out in three cycles at the College of Education. It involved the second-year students who were studying Bachelor of Education in Science, who undertook a Physics Teaching Methods course. Review of lesson plans, achievement tests, classroom observations, and interviews with student-teachers, together with focus group discussions among the lecturers, were used to collect data. The qualitative data were analysed using the thematic analysis approach, while the quantitative data were analysed through repeated measures t-test. The student-teachers were able to plan and implement LSP practical lessons in which case students reported to have enjoyed their participation, sharing of experiences, and the bilingual classrooms. The findings from the repeated measures t-test show that there was a significant rise in the mean scores from pre-test (67.9) to the post-test (80.2), with very much reduced variability (SD) of scores among students from 24.9 (pre-test) to 6.6 (post-test). From interviews with 8 case students after each lesson, it was concluded that the students improved in science content, English language competence, and pedagogy. |
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Maximizing Science Learning through Practical Work in Secondary Schools in Tanzania: Student-Teachers’ Adaptation to Language Supportive Pedagogy |
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