Education Quarterly Reviews
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
Download Full-Text Pdf
Keywords: Biology Education Students, Classification, Framing, Pedagogic Discourse, Recognition, Realization, Recontextualisation
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.
Bertram, C. A. (2008a). Curriculum recontextualisation : a case study of the South African high school History curriculum.
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
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
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
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
Hoadley, U. (2005). Analysing pedagogy: the problem of framing. In Consortium for Research on Schooling, April 2006.
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).
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
Millar, R. (2014). Designing a Science Curriculum Fit for Purpose. School Science Review, 95(352), 15–20.
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
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
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
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. Measurement of Impact Breakage Properties of Ore Particles Using a Series of Devices. University of Cape Town.
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
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
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.
Wheeler, J. (2009). Knowledge Transfer. Canadian Journal of Dental Hygiene, 43(3), 122. https://doi.org/10.4018/978-1-59904-931-1.ch094
Young, M. (2007). What are schools for ?