hig.sePublikasjoner
Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Teaching Mathematics And Science In Botswana And Sweden: A Comparative Account
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.ORCID-id: 0000-0002-0776-3110
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
University of Gabarone.
2013 (engelsk)Inngår i:  , 2013Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

Preschool teachers need a knowledge base that includes pedagogical and didactical knowledge together with the subject knowledge. This paper sheds light on preschool teachers’ experiences in mathematics and science teaching in the early years. The paper covers the situation in Botswana, a developing country and Sweden, a developed one. The aim is to present a comparison of the pedagogical and didactical knowledge of a preschool teacher in mathematics and science. The study highlights Pedagogical Content Knowledge (PCK) and didactical considerations of maths and science teaching in preschools with reference to varied contexts, cultures and values. The Research intends to find out existing practices and derive the best method of teaching math and science in countries with diverse cultural and traditional framework. The survey conducted used a sample of 72 preschool teachers in Sweden and 64 in Botswana. Questionnaires and Focus Group Discussions were used for data collection; quantitative as well as qualitative analysis was used to compare the groups in the research study. The findings show that the context and culture play a significant role in teaching learning process. In a developing country like Botswana, the teachers were untrained in ECE and needed professional training to acquire pedagogical and content knowledge to plan maths and science activities and use available resources effectively. In a developed country like Sweden, on the contrary, teachers were trained in ECE, who planned activities and used available resources effectively and yet emphasised on updating content knowledge through specialized training. Both the countries however, need a Science Centre, documentation of experiences, knowledge handling and an administrative support to execute the BEST PRACTICE in teaching of mathematics and science to young children.

sted, utgiver, år, opplag, sider
2013.
Emneord [en]
Content Knowledge, Mathematics, Pedagogy, Preschool teaching, Science
HSV kategori
Identifikatorer
URN: urn:nbn:se:hig:diva-15295OAI: oai:DiVA.org:hig-15295DiVA, id: diva2:649189
Konferanse
The 3rd African Conference on Basic Education, Gaborone, Botswana, July 2-4, 2013
Forskningsfinansiär
Sida - Swedish International Development Cooperation AgencyTilgjengelig fra: 2013-09-17 Laget: 2013-09-17 Sist oppdatert: 2018-03-13bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Personposter BETA

Bäckman, KerstinHammarberg, Annie

Søk i DiVA

Av forfatter/redaktør
Bäckman, KerstinHammarberg, Annie
Av organisasjonen

Søk utenfor DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric

urn-nbn
Totalt: 532 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf