Pedagogical practices in a grade 7 science classroom : a case of primary schools in the Moroke circuit

Abstract

This study is based on an interpretive paradigm that is embedded in the philosophical ideology that revolves around the norms and culture of the subjects under scrutiny. Schools have operating standards that must be followed based on the policies in place. The purpose of this study is to investigate pedagogical strategies explored in the Grade 7 classroom from two Natural Sciences teachers conveniently selected from two schools in Sekhukhune East District. Qualitative research method was used. The research tools to collect data were an open-ended questionnaire and lesson observations. Findings indicated that Natural Sciences teachers fully understand what is required of them to construct Science Knowledge (SK) in the classroom but fail to implement it. Furthermore, it surfaced that contextual factors still hinder the provision of quality education in schools mostly situated in deep rural areas of the Limpopo Province. It is a fact that all schools do not have learners’ textbooks, but nevertheless learning and teaching occur. The dedication and determination portrayed by the teachers despite all the challenges they were exposed to at primary school level are commendable. The pedagogical practices utilised in the Science classroom in the construction of scientific knowledge compromise the acquisition of science process skills. Data collected in this study revealed that teachers still rely much on direct instruction in a learning and teaching situation. Finally, findings indicate that practical activities are not performed in classrooms for learners to learn by arriving at their own conclusions utilising scientific processing skills. The results of this study are informative and provide insight information into application of teaching and learning approaches in Science. A much more detailed study is needed to determine if the results are due to teachers’ experience, geographical area, subject specialisation or workload.