Abstract
Teaching and learning has had to be adjusted since Covid-19 happened. This has been widely reported in all media and literature and can be easily access by a simple internet search with ‘Covid-19 and Teaching’ as the theme. This study presents the case for the teaching of science in Kenya ‘with’ Covid-19, a new circumstance that has perhaps come to stay. Since Covid-19, most teaching, more than has been the case, became all teacher talk lessons; the role of language and talk in learning is now in a more prominent position. This paper draws from analyses of science teachers’ approaches to use of instructional language in science (Biology, Chemistry and Physics) lessons presented via Television sets during Covid-19 induced school closures. Online direct classroom observations of nine lessons (three lessons each for biology, chemistry and physics) followed by content analyses of teacher classroom utterances/talk were used as the methods of data collection. Approaches on how science teachers can be assisted [during initial and continuing education of teachers] to conduct language-rich (online) lessons to bring about more meaningful learning in classrooms are discussed.
Presenters
Samuel Ouma OyooAssociate Professor Research Fellow, Department of Science and Technology Education, University of South Africa, Gauteng, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Covid-19, Learning, Language, Science, Teaching, Initial and Continuing Teacher Education
