Effectiveness of reconceptualised natural sciences interventions in Mpumalanga

Abstract

The purpose of this paper is to explore the effectiveness of Natural Sciences interventions in one of the circuits in Mpumalanga. This paper uses pedagogical content knowledge and the instructional learning theoretical framework as a lens. Based on the outcome of baseline assessment of teaching practices in Natural Sciences in Grade 7, this paper adopted a qualitative research approach, using single case study design to explore the impact of interventions to assist teachers with content knowledge and teaching strategies that could be used for teaching Natural Sciences. Through observation and face-to-face interactions, this paper employed the purposive sampling method to select five teachers who participated in the interventions. The results of the paper suggest that science teachers in primary schools are still facing challenges such as a lack of resources, content knowledge barriers and neglection. Furthermore, teachers expressed an opinion that following the interventions they would now be able to transform content knowledge into practice. The study recommends that the Department of Education should consider extending similar kind(s) of workshop presented to secondary school teachers to the primary school teachers. Earlier interventions would not end at elongating learners’ exposure, but would help to stimulate confidence, efficacy and mastery of sciences