Physical Sciences teachers’ adoption of 21st century computer-based instructional strategies in teaching chemical reactions in Grade 11

Abstract

There is a general consensus regarding the value of computer-based instructional strategies for science education, however the implementation of related pedagogical practice in South African rural schools continues to be a significant challenge for many teachers. The research reported in this study sought to explore the extent to which physical sciences teachers adopt 21st century computer-based instructional strategies in teaching chemical reactions in Grade 11 in order to assist learners in successfully developing science skills required for effective living and work in the 21st century. The current research followed a mixed methods approach. In the first phase of the research, the researcher used quantitative research methods to collect quantitative data using a validated questionnaire. Participants in this regard were grade 10 to 12 Physical Science teachers from rural schools in the Mpumalanga province, in South Africa. In the second phase, qualitative data were collected through interviews. The emerging data were then used to provide an in-depth explanation of the quantitative data. Results showed that the participating teachers generally uses textbooks and worksheets to teach chemical reactions. Computers and computer-based strategies were least used by the teachers. Similarly, teaching methods that are computer-based were least used by the teachers. However, other 21st century teaching methods, such as facilitated discovery, cooperative learning, and problem-based learning, were used. The findings also showed that resources availability, teachers’ skills and learners’ preferred learning styles were among the major reasons why teachers adopt certain teaching methods and strategies. These teachers are likely to use facilitated discovery as their teaching method (Figure 7.2). The significance of this finding is that it demonstrates that teachers are unlikely to use computer-based teaching methods and strategies in teaching and learning. It is therefore essential that teacher-training programmes, such as continuing professional development (CPD), should consider these findings in their attempt to enhance the adoption of computer-based methods for teaching in chemistry.