A Bernsteinian analysis of the recontextualisation of knowledge in the plant biotechnology lessons
Abstract
The goal of this study was to explore the recontextualisation of knowledge in the plant biotechnology lessons at the Copperbelt university in Zambia. The study was aimed at understanding the pedagogic discourse which the biology education students experience during their training. The study used a qualitative approach to collect and analyse the data. Observation method was used to collect the data by video recording three lessons. Bernstein’s framing and classification concepts were the analytic tools in this study. Atlas ti 8 software was used to analyse the data. The study found that the framing was strong in the hierarchical rules, selection, sequencing, pacing and that the evaluation criteria and that the framing was weak in the evaluation criteria. The classification was weak (C-) in the inter-disciplinary relations, inter-discursive relations and in the intra-disciplinary relations. These findings indicate that biology education students were not adequately prepared to teach biology in secondary schools.
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DOI: http://dx.doi.org/10.21043/jobe.v6i1.19463
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