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Implementing Pck Topic by Topic in Methodology Courses

A Case Study in South Africa

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Designing and Teaching the Secondary Science Methods Course

Abstract

The history of South Africa presents a story of a divided education system with policies deliberately designed for disparity in the quality of provision. Prior to 1994, education policy in the country was used to constrain political, social, and economic development of people of colour, who are in the majority. Twenty years on, the widespread after-effects of this segregated education policy continue to trouble the present society from all quarters.

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Author information

Authors and Affiliations

  1. Marang Centre for Maths and Science Education, South Africa

    Elizabeth Mavhunga

  2. School of Education, University of the Witwatersrand, South Africa

    Elizabeth Mavhunga

  3. Marang Centre for Maths and Science Education, South Africa

    Marissa Rollnick

  4. School of Education, University of the Witwatersrand, South Africa

    Marissa Rollnick

Authors
  1. Elizabeth Mavhunga
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  2. Marissa Rollnick
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Editor information

Editors and Affiliations

  1. Western Sydney University, Australia

    Aaron J. Sickel

  2. University of Massachusetts Dartmouth, USA

    Stephen B. Witzig

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Mavhunga, E., Rollnick, M. (2017). Implementing Pck Topic by Topic in Methodology Courses. In: Sickel, A.J., Witzig, S.B. (eds) Designing and Teaching the Secondary Science Methods Course. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-881-5_9

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  • DOI: https://doi.org/10.1007/978-94-6300-881-5_9

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-881-5

  • eBook Packages: EducationEducation (R0)

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