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Journals / Journal for the Education of Gifted Young Scientists / 2019 / Cilt: 7 - Sayı: 2

A theoretical framework for training socially accountable science teachers

Lindelani MNGUNİ
Pages
159–175
Publication Date
2019-06-27
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The researcher believes that a curriculum that is based on this framework could facilitate the adoption of social transformation and social accountability.

📌 3 Key Takeaways

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Objective & Hypothesis:Social accountability has been accepted as a framework, through which the needs of communities are prioritized in all education systems.
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Key Findings & Data:Such as education should integrate knowledge-, reality- and an inquiry-orientation for the selection of content and planning the sequence of learning experiences.
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Conclusion & Impact:The researcher believes that a curriculum that is based on this framework could facilitate the adoption of social transformation and social accountability.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Citizenship education · Curriculum ideologies · Resource-restrained communities

Abstract

Social accountability has been accepted as a framework, through which the needs of communities are prioritized in all education systems. However, there are considerable differences in the needs of communities in resource restrained communities compared with well resources communities. Consequently, there is a need for a specific theoretical framework which will inform curriculum design for science teacher training in resource restrained communities. In such a framework the researcher proposes the adoption of citizenship education as the philosophical basis for social accountability in education. Such as education should integrate knowledge-, reality- and an inquiry-orientation for the selection of content and planning the sequence of learning experiences. It should also reflect citizenship-centred ideology as a central principle of the curriculum. The researcher believes that a curriculum that is based on this framework could facilitate the adoption of social transformation and social accountability.

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Cite This Article

MNGUNİ, L. (2019). A theoretical framework for training socially accountable science teachers. Journal for the Education of Gifted Young Scientists, Cilt: 7 - Sayı: 2, 159–175. https://ajindex.com/articles/262526

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