Informal science education practices and views of further education and training (FET) teachers : a UNIZULU Science Centre case study

Abstract

Visiting informal learning environments, such as science centres is a widely employed teaching strategy worldwide to support science education in schools. However, there is insufficient knowledge regarding the specific roles that teachers play during visits to science centres. This study aimed to gain insight into how Further Education and Training (FET) teachers' views and their practices at UNIZULU science centre. The conceptual framework for this study was based on the definition of an informal learning environment and the Field Trip Inventory model (FTI). The FTI model describes three educational components that are useful when teachers are planning a science field trip. This framework was used to analyse the findings that emerged in this study. A qualitative case study approach was used. Data was collected through semi-structured interviews, observations, and document analysis from four participating science teachers. Each case was analysed separately to derive meaningful findings. The research findings revealed that science teachers had a comprehensive understanding of the nature of informal learning environments. They viewed their role during visits as trip organisers, monitors of learners’ behaviour and learner guides. However, the findings also revealed that most of the science teachers relied on science centre facilitators to teach their learners during the visits. The results of this study provide a clear picture of the limited role of schoolteachers in the science centre and their inadequate knowledge of how to teach within this setting. The study recommends that science teachers and science centre facilitators should communicate with each other to understand each other's roles and duties with the objective of educating learners more clearly. This can assist to ensure that learners are receiving consistent and effective instruction in science, both in informal learning environments such as science centres and in the classrooms.