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

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.