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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
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open access

Published: 28 June 2023

Exploring the Recontextualisation Process in Developing the Plant Biotechnology Course: A Bernsteinian Analysis

Mafunase Mwale, Overson Shumba

The Copperbelt University, Zambia

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

10.31014/aior.1993.06.02.755

Pages: 266-280

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

Abstract

The purpose of this study was to explore the recontextualisation of knowledge in the development process of the plant biotechnology course with an aim of understanding how knowledge is to be framed and classified in the course. The plant biotechnology course was developed for the students enrolled in the department of biological sciences. The course was also included in the curriculum for the students training to be teachers of biology in secondary schools in Zambia. The aim of any training is to prepare the students for their future profession. Therefore, a need to understand how the plant biotechnology course was developed in relation to meeting the objectives of a teacher training curriculum. 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 research question which guided the study was: How is knowledge recontexualised in the development process of the BT 440 course? Interviews were used to collect the data. Bernstein’s classification, framing, recognition and realization rules were used to analyze and interpret the findings. An inductive approach was used to analyse the transcript. Atlas ti 8 was used to analyse the transcript. The findings of the analysis indicated that the analysis of the interview data has revealed that the control relations (framing) between the agents in terms of hierarchical rules, knowledge selection, sequencing, pacing and the evaluation criteria were all strongly framed (F+). In terms of the relations between discourses, the classification was weak (C-) in the inter-disciplinary, intra-disciplinary and in the inter-discursive relations, indicating a weak recognition and realisation of the text.

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