top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 22 February 2023

Exploring the Recontextualisation of Biotechnological Knowledge in the Plant Biotechnology Course: A Bernsteinian Analysis

Mafunase Mwale

Mukuba University

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.06.01.717

Pages: 416-428

Keywords: Recontextualisation, Classification, Framing, Recognition, Realization, Pedagogic Discourse, Biology Education Students

Abstract

The purpose of this study was to explore the recontextualisation of knowledge in a Plant biotechnology course. The goal of the analysis was to understand the structure of the pedagogic discourse which the biology education students were to experience during their training. The aim of any training is to prepare the students for their future profession. In this case the training is aimed at preparing the students for teaching biology in secondary schools in Zambia. Studies have indicated that, to effectively prepare the students to teach biology in secondary schools, the students need to experience a pedagogic practice characterized with both weak and strong framing and a weak classification between the discourses. The analysis will also inform the practitioners of the knowledge to be taught and how the knowledge is to be taught. The research question which guided the study was: How is knowledge recontextualised in a plant biotechnology course? Bernstein’s classification, framing, recognition and realization rules were used to analyze and interpret the findings in relation to the training of the teachers. Indicators were developed to guide the analysis. An inductive approach was used to analyse the document. Atlas ti 8 was used to analyse the document. The findings indicated that the document is strongly framed in the selection and evaluation criteria, weakly classified in the relations between discourses. There was no indication of sequencing, pacing and the hierarchical rules in the document. The findings indicate a weak recognition and realisation of the text.

References

  1. Bertram, C. A. (2008b). Curriculum recontextualisation: a case study of the South African high school History curriculum. Faculty of Education, PhD Thesis, 414 pages. Retrieved from sed.ukzn.ac.za/Libraries/Carol_Bertram/CarolBertramPhD.sflb.ashx

  2. Bibila, S. (2016). Qualifications, knowledge and curriculum divisions: an analysis of the Welsh Baccalaureate Advanced Diploma. Cardiff University. Retrieved from http://orca.cf.ac.uk/id/eprint/101016

  3. Diehl, M., Lindgren, J., & Leffler, E. (2015). The Impact of Classification and Framing in Entrepreneurial Education : Field Observations in Two Lower Secondary Schools. Universal Journal of Education Research, 3(8), 489–501. https://doi.org/10.13189/ujer.2015.030803

  4. Ensor, P. (2004). Modalities of teacher education discourse and the education of effective practitioners. Pedagogy, Culture and Society, 12(2), 217–232. https://doi.org/10.1080/14681360400200197

  5. Hoadley, U. (2006). The reproduction of social class differences through pedagogy: A model for the investigation of pedagogic variation. In Consortium for Research on Schooling, April 2006 (pp. 1–31).

  6. Luckett, K. (2009). The relationship between knowledge structure and curriculum : a case study in sociology, 34(4), 441–453. https://doi.org/10.1080/03075070902772018

  7. Millar, R. (2014). Designing a Science Curriculum Fit for Purpose. School Science Review, 95(352), 15–20.

  8. Morais, A., Fontinhas, F., & Neves, I. (1992). Recognition and Realisation Rules in Acquiring School Science???the contribution of pedagogy and social background of students. British Journal of Sociology of Education, 13(2), 247–270. https://doi.org/10.1080/0142569920130206

  9. Morais, A. M., Neves, I. P., & Afonso, M. (2005). Teacher training processes and teachers’ competence - A sociological study in the primary school. Teaching and Teacher Education, 21(4), 415–437. https://doi.org/10.1016/j.tate.2005.01.010

  10. Player-Koro, C. (2011). Marginalising students’ understanding of mathematics through performative priorities: A Bernsteinian perspective. Ethnography and Education, 6(3), 325–340. https://doi.org/10.1080/17457823.2011.610583

  11. Reeves, C. A. (2006). THE EFFECT OF “OPPORTUNITY-TO-LEARN” AND CLASSROOM PEDAGOGY ON MATHEMATICS ACHIEVEMENT IN SCHOOLS SERVING LOW SOCIO-ECONOMIC STATUS COMMUNITIES IN THE CAPE PENINSULA. Faculty of Humanities, PhD thesis, 448 pages, University of Cape Town.

  12. Singh, P. (2002). Pedagogising Knowledge : Bernstein ’ s Theory of the Pedagogic Device. British Journal of Sociology of Education, 23(4), 572–582. https://doi.org/10.1080/0142569022000038422

  13. Singh, P., Thomas, S., & Harris, J. (2013). Recontextualising policy discourses: A Bernsteinian perspective on policy interpretation, translation, enactment. Journal of Education Policy, 28(4), 465–480. https://doi.org/10.1080/02680939.2013.770554

  14. Wheelahan, L. (2005). The pedagogic device : the relevance of Bernstein ’ s analysis for VET. Vocational Learning: Transitions, Interrelationships, Partnerships and Sustainable Futures : Proceedings of the 13th Annual International Conference on Post-Compulsory Education and Training, Gold Coast, Queensland, 5-7 December, 2005, (May), 1–8.

  15. Wheeler, J. (2009). Knowledge Transfer. Canadian Journal of Dental Hygiene, 43(3), 122. https://doi.org/10.4018/978-1-59904-931-1.ch094

  16. Young, M., & Muller, J. (2013). On the powers of powerful knowledge, 1(3), 229–250. https://doi.org/10.1002/rev3.3017

bottom of page