Teachers’ experiences and attitudes towards teaching natural sciences in informal learning environments: a case study in the Amajuba district

Abstract

Informal learning environments are among the most effective settings for enhancing learners’ academic achievement in science subjects. They are expected to motivate learners to take responsibility for their own learning, thus increasing their interest in science subjects. Teachers are seen as an important element in promoting effective teaching and learning in these environments. However, their experiences and attitudes towards informal learning environments can influence their teaching in these environments. Thus, this study sought to explore teachers’ experiences and attitudes towards teaching Natural Sciences in informal learning environments. This study was guided by the concept of informal learning environments and the curricular spider-web model, which was this study’s conceptual framework. This study used a qualitative case study research approach which allowed for the exploration of teachers’ experiences and attitudes. Purposive sampling technique was used to select participants who met the study criteria. Additionally, the study’s objectives were used to select the participants who were appropriate for the study. The study involved seven participants from three different schools. The data was collected through reflective activities, semi-structured interviews, and focus group discussions with seven Natural Sciences teachers. Eight themes were generated using deductive thematic analysis. The research findings revealed that teachers have an understanding of informal learning environments, and acknowledge the positive impact of informal learning environments on learners’ achievement and their professional development. Furthermore, the study’s results revealed that teachers have positive attitudes towards teaching Natural Sciences in informal learning environments. However, the findings also revealed that schools located in rural areas still encounter problems related to resource shortages, which prevent the successful implementation of teaching in informal learning environments. This study involved only seven participants; therefore, the findings cannot be applied to all Natural Sciences teachers in the Amajuba District and across South Africa. This study recommends that a similar study be conducted on Further Education and Training (FET) phase teachers. This study also recommends that teachers must improvise to overcome any challenges they are facing when teaching in informal learning environments and to improve their teaching in these environments.