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An exploratory analysis of pedagogical practices in science classrooms : a case study

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dc.contributor.advisor Mokiwa, Hamza Omari
dc.contributor.author Nwosu, Chidiebere Marcellinus
dc.date.accessioned 2021-04-06T05:19:15Z
dc.date.available 2021-04-06T05:19:15Z
dc.date.issued 2019-05
dc.identifier.uri http://hdl.handle.net/10500/27229
dc.description.abstract This study sought to explore the pedagogical practices of teachers in science classrooms. In this study, pedagogical practices are taken as interactions between teachers, learners and learning tasks which aim to promote and facilitate learning of their learners The study adopted an exploratory sequential mixed-methods design to collect both quantitative and qualitative data from the senior phase (i.e. grades 7-9) Science teachers. The teachers were purposively selected; two from rural schools and two from urban schools in the Limpopo Province of South Africa. Data on teachers’ pedagogical practices were collected using survey questionnaire, focus group interview and lesson observation. The main research question for the study is “what are teachers’ pedagogical practices when teaching science?” This overriding research question was addressed by exploring the specific research questions: 1) how do science teachers teach their lessons? And 2) what informs teachers’ pedagogical practice when teaching science? The null hypothesis for this study was “there is no significant difference between teachers’ qualification and their pedagogical practice when teaching science” while the alternative hypothesis was “there is significant difference between teachers’ qualification and their pedagogical practice when teaching science”. The quantitative data collected by means of structured questionnaires was analysed using a computer package (i.e. SPSS version 22) while the qualitative data collected by means of focus group interviews and lesson observation was analysed using content and thematic analysis. The findings from the study revealed that teachers in the study incorporate in varying degrees learner – centred; and teacher- centred pedagogies in their science lessons. Whilst majority of the teachers in the study expressed a behaviouristic view of learning, which indicates a predisposition to teacher – centred pedagogy in the classroom; however, other pedagogical practices indicated by the teachers and observed in the science lessons are consistent with constructivist or learner – centred pedagogy which suggests strategies that may be used to provide a meaningful learning experience in science. The study further found that there is a significant association between the educational qualification and their pedagogical practice when teaching science in the visited schools; therefore the alternative hypothesis is accepted and the null hypothesis is rejected. Based on the findings of the study, the following recommendations are made: i. In service training on subject content knowledge for natural science teachers, especially those without science qualifications so that they can grapple with the subject content knowledge. ii. Science workshops to be organized from time to time to train teachers on effective teaching practices in the classroom. iii. Outsourcing or involving more than one teacher in the teaching of natural science in schools. iv. Equipping of schools with science laboratories so that teachers can carry out science experiments with learners. v. The schools must ensure that only teachers with science qualifications are assigned to teach natural sciences in the senior phase. en
dc.format.extent 1 online resource (193 unnumbered leaves) : illustrations (chiefly color), color graph en
dc.language.iso en en
dc.subject National Curriculum Statements (NCS) en
dc.subject Curriculum and Assessment Policy Statements (CAPS) en
dc.subject Teaching en
dc.subject Learning en
dc.subject Pedagogy en
dc.subject Cooperative learning en
dc.subject Learner-centred approach en
dc.subject Teacher-centred approach en
dc.subject Science en
dc.subject Learner en
dc.subject.ddc 507.106825
dc.subject.lcsh Science -- Study and teaching (Secondary) -- South Africa -- Limpopo -- Case studies en
dc.subject.lcsh Science -- Study and teaching (Elementary) -- South Africa -- Limpopo -- Case studies
dc.subject.lcsh Competency-based education -- Curricula -- South Africa -- Limpopo -- Case studies en
dc.title An exploratory analysis of pedagogical practices in science classrooms : a case study en
dc.type Thesis en
dc.description.department Curriculum and Instructional Studies en
dc.description.degree Ph. D. (Education (Curriculum Studies))


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