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A Bernsteinian Analysis of the Recontextualisation of Knowledge in the 5090 Biology Syllabus in Zambia

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  • Mafunase Mwale

    (School of Mathematics and Natural Sciences, The Copperbelt University, Kitwe, Zambia)

  • Overson Shumba

    (Centre for Academic Development & School of Mathematics and Natural Sciences, The Coppebelt University, Kitwe, Zambia)

Abstract

This study was focused on exploring the recontextualisation of knowledge in the 5090 Biology Syllabus in Zambia. Learners have not performed well in the 5090 Biology Syllabus. The performance poor performance in the 5090 Biology Syllabus has been attributed to a number of reasons. One of the many reasons is that teachers do not know what they are to teach and how they are to teach. The study will help to understanding the instructional and the regulative discourse in the syllabus. This will enable the Biology teachers to effectively teach biology in secondary schools. An analysis of the syllabus will inform the Biology teachers with the content in the syllabus and how the content is to be transmitted. Bernstein’s classification and framing concepts have been used as analytical tools. Indicators were developed to guide the analysis. The document was inductively coded using Atlas ti 8 software. The findings indicated a strong framing (F+) in the selection, sequencing, evaluation criteria and in the hierarchical rules. Pacing was not indicated in the document. The classification was weak in the inter-disciplinary, intra-disciplinary and in the inter –discursive relations.

Suggested Citation

  • Mafunase Mwale & Overson Shumba, 2023. "A Bernsteinian Analysis of the Recontextualisation of Knowledge in the 5090 Biology Syllabus in Zambia," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(6), pages 1592-1607, June.
    • Handle: RePEc:bcp:journl:v:7:y:2023:i:6:p:1592-1607
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