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Effect of a material science course on the perceptions and understanding of teachers in Zimbabwe regarding content and instructional practice in design and technology

dc.contributor.advisorKolsto, Stein Dankert
dc.contributor.advisorMeerkotter, Dirk
dc.contributor.advisorOgunniyi, Meshach B.
dc.contributor.authorKwaira, Peter
dc.date.accessioned2014-09-11T13:38:58Z
dc.date.available2014-09-11T13:38:58Z
dc.date.issued2007
dc.identifier.urihttp://hdl.handle.net/11394/3655
dc.descriptionPhilosophiae Doctor - PhDen_US
dc.description.abstractThe purpose of this study was therefore to address the following primary research question: ‘What effect would a specially designed, developed, implemented and evaluated Material Science (MS) course have on serving teachers in terms of their perceptions and knowledge/understanding regarding content in MS and instructional practice in D&T?’en_US
dc.language.isoenen_US
dc.subjectTeacher education/trainingen_US
dc.subjectIn-service teacher education/trainingen_US
dc.subjectDesign and technology educationen_US
dc.subjectTechnical educationen_US
dc.subjectCurriculum change and innovationen_US
dc.subjectConstructivismen_US
dc.subjectInstructional designen_US
dc.subjectInstructional/learning strategiesen_US
dc.subjectFormative and summative evaluationsen_US
dc.subjectDevelopmental researchen_US
dc.titleEffect of a material science course on the perceptions and understanding of teachers in Zimbabwe regarding content and instructional practice in design and technologyen_US
dc.rights.holderuwcen_US


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