Learner-Centred Science in Lesotho: Adapting the ideal to adjust classroom practice

References

• Brodie, K., Lelliott, T., & Davis, H. (2002). Developing learner centred practices through the FDE programme. In J. Adler & Y. Reed (Eds.), Challenges of teacher development: An investigation of take-up in South Africa (pp. 94–117). Pretoria: Van Schaik Publishers.
   Google Scholar
• De Vries, R., & Zan, B. (1996). A constructivist perspective on the role of the sociomoral atmosphere in promoting children's development. In T. C. Fosnot (Ed), Constructivism: Theory, perspectives and practice. (pp. 103–120) New York: Teachers College Press.
   Google Scholar
• Edwards, C. H., & Watts, V. (2004). Classroom discipline management (2nd Ed). Milton QLD: John Wiley and Sons.
   Google Scholar
• Esteve, J. M. (2000). The transformation of teachers' role at the end of the twentieth century: challenges for future. Educational Review, 52 (2), 197–207.
   Web of Science ®Google Scholar
• Feldman, A. (2007). Teachers, responsibility and action research. Educational Action Research, 15 (2), 239–252.
   Google Scholar
• Frey, B., & Alman, S. (2003). Applying adult learning to the online classroom. New Horizons in Adult Education, 17 (1), 4–12.
   Google Scholar
• Fung, Y. (2000). A constructivist strategy for developing teachers for change: A Hong Kong experience. Journal of In-service Education, 26 (1), 153–167.
   Google Scholar
• Kasanda, C., Lubben, F., Gaoseb, N., Kandjeo-Marenga, U., Kapenda, H., & Campbell, B. (2005). The role of everyday contexts in learner-centred teaching: the practice in Namibian secondary schools. International Journal of Science Education, 27 (15), 1805–1823.
   Web of Science ®Google Scholar
• Kilgore, D. W. (2001). Critical and post-modern perspectives on adult learning. In S. B. Merriam (Ed.), The New Update on Adult Learning Theory: New Directions for Adult and Continuing Education (p. 53–62). New directions for adult learning and Continuing Education, no 89. San Francisco, California: Jossey-Bass Publishers.
   Google Scholar
• Knowles, M. S. (1980). The modern practice of adult education. Chicago: Association Press.
   Google Scholar
• Lemke, J. L. (2001). Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38, 296–316.
   Web of Science ®Google Scholar
• Malcolm, C. (2003). Science for all: Learner centred science. In R. Cross (Ed.), A vision for science education: Responding to Peter Fensham. (pp. 17–36) Oxford, Routledge Falmer.
   Google Scholar
• Ministry of Education and Training. (2000). The junior Science syllabus. Maseru: Lesotho Government Printers.
   Google Scholar
• Onwu, G. (1998). Teaching large classes. In P. Naidoo & M. Savage (Eds.), African science and technology education into the new millennium: Practice, policy and priorities (pp. 119–132). Cape Town: Juta & Co. Ltd.
   Google Scholar
• Randler, C., & Hulde, M. (2007). Hands-on versus teacher-centred experiments in soil ecology. Research in Science & Technological Education, 25 (3), 329–338.
   Google Scholar
• Richardson, L., & Reid, C. (2006). ‘I've lost my husband, my house and I need a new knee… why should I smile?’: Action research evaluation of a group cognitive behavioural therapy program for older adults with depression. Clinical Psychologist, 10 (2), 60–66.
   Google Scholar
• Robertson, J. (1996). Effective Classroom Control: Understanding teacher-student relationships, 3rd Edition. Reading: Hodder and Stoughton.
   Google Scholar
• Vakilisa, N. C. G. (2002). Creating and Maintaining a Positive Learning Environment. In N. Kruger & H. Adams (Eds.), Psychology for teaching and learning: What teachers need to know (pp. 179–193). Sandton: Heinemann.
   Google Scholar
• Von Glasersfeld, E. (1989). Cognition, construction of knowledge and teaching. Syntheses. 80 (1), 121–140
   Web of Science ®Google Scholar
• Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Walczyk, J. J., & Ramsey, L. L. (2003). Use of learner-centered instruction in college science and mathematics classrooms. Journal of Research in Science Teaching, 40 (6), 566–584.
   Web of Science ®Google Scholar
• Wheatley, G. H. (1991). Constructivist perspective on science and mathematics learning. Science Education, 75 (1). 9–21.
   Web of Science ®Google Scholar