An investigation on how the child centred approach is applied in the teaching of Natural Science in Johannesburg East schools

Abstract

The study investigated how the child centred approach is applied in teaching Natural Science (NS) in Johannesburg East schools. Most attention was paid on which teaching methods were used and how they were used to teach NS. Data was collected from 5 randomly selected schools in Johannesburg East through observations of Natural Science teachers teaching, and focus group discussion with them. Data presentation and analysis revealed that NS teachers who participated in the study used a limited range of child centred teaching methods. They only used experiments, class activities, as well as question and answer method. Literature review revealed that there are numerous child centred teaching methods that NS teachers can use. Some of these methods are brainstorming, discussions, games, group/pair work, field trips, case studies and assignments, using Information and Communication Technology (ICT), debates and facilitation. The majority of teachers still used the out-dated lecture method contrary to the Curriculum Assessment Policy Statement (CAPS) 2012 documents that call for an end in the use of traditional teaching methods such as the lecture method. The study also revealed that there are certain challenges and factors that inhibit the implementation of the child centred approach in NS. These challenges among others include the teacher centred curriculum which dictates the pace and content to the child, lack of adequate NS resources, big volumes of learners in classes, different abilities, talents, interests and skills possessed by learners, learners’ lack of discipline, as well as shortage of qualified NS teachers. All these were seen as inhibiting factors in the implementation of the child centred approach in NS. The study among other recommendations recommended that, in order for the child centred approach to be implemented successfully the Ministry of Basic Education should develop a child centred curriculum that does not dictate the pace to the child. The Ministry as well should come up with a specific or customised child centred approach model that is relevant to NS as a subject, in-service all NS teachers and empower them with the child centred teaching methods, principles and strategies, capacitate all schools with all necessary resources such as qualified NS teachers as well as relevant chemicals, materials, apparatus and information and communication technology infrastructure designated for NS.