Exploring the teaching of grade 12 physical sciences through inquiry-based practical work in district 10, Johannesburg, Gauteng province, South Africa

Abstract

The effective implementation of inquiry-based practical work poses an enormous challenge, especially in Township and rural schools. The challenges stem from the teachers’ diverse understanding of inquiry-based strategy. In turn, these challenges cause poor academic performance in Physical Sciences. Thus, the study explored the teaching of grade 12 Physical Sciences through inquiry-based practical work in District 10, Johannesburg, South Africa. Six questions guided the study: To what extent do the Physical Sciences teachers understand the meaning of scientific inquiry? How do Physical Sciences teachers implement scientific inquiry in their Physical Sciences lessons? When is the practical work that is based on inquiry implemented by the Physical Sciences teachers in their lessons? What hinders the Physical Sciences teachers from implementing the practical work that is based on inquiry? What effects do Physical Sciences teachers’ understanding of inquiry-based practical work has on learners’ academic performance? To what extent do learners’ academic achievement on a theoretical test and inquiry-based practical work differ in Organic Chemistry? Moreover, the study was positioned on the constructivist learning and teaching of theory. A mixed-method design was used to analyse and interpret data generated quantitatively and qualitatively. Two instruments ― semi-structured interviews and lesson observations were used to gather data. The participants were systematically randomly selected from sixteen schools, in District 10, in Soweto Township. The study’s outcomes revealed that teacher participants had uninformed views about scientific inquiry, which in turn influenced their choice of teaching approach. Their ineffective teaching approach might have negatively affected learners’ academic performance in Physical Sciences. Responding to the critical imperative, this study provided exploratory insights into the implementation of inquiry-based practical work as a tool to facilitating effective learning and teaching of grade 12 Physical Sciences and enhancing learners’ academic achievement. The study, therefore, recommends, among others, that the Department of Basic Education, in line with the constructivist views, makes collaborative effort to help Physical Sciences teachers develop an informed view about scientific inquiry to enable effective teaching of Physical Sciences in order to improve learners’ academic achievement. This can be achieved by replacing the current workshops with an inquiry-immersed teacher development, which will enhance Physical Sciences teachers’ insight into practical work based on inquiry to improve the academic performance of Physical Sciences learners.