Practical lessons in natural science: A case study

  • Sydney Mothokwa Department of Science Mathematics Technolgy Education, University of Pretoria
  • Estelle Gaigher Department of Science Mathematics Technolgy Education
  • Elize Randall† Department of Science Mathematics Technolgy Education, University of Pretoria
  • Melanie Moen Department of Early Childhood Education, University of Pretoria
Keywords: Science skills, practical lessons, process skills, science curriculum, scientific investigation, CAPS

Abstract

This article reports a case study that contributes to the literature on the development of 21st century skills in science classrooms in South Africa. The study explores the manner in which four experienced natural science teachers integrate practical lessons into their Grade 7 classes in the Limpopo province. The study is based on a theory of curriculum implementation for science education in developing countries. Data was collected through document analysis, lesson observations and semistructured interviews. The results are discussed in terms of the preparation, enactment and assessment of practical lessons. The study revealed that these teachers presented practical tasks in a traditional manner, rather than using 21st century approaches. Typically, lesson preparation lacked essential detail, while learners were passive observers, and assessment focused on knowledge rather than skills. Additionally, inadequate time allocation for the teaching of natural science, coupled with a lack of appropriate resources, were identified as areas of concern. The insight gained in this study should be used to improve curriculum implementation and to guide teachers regarding practical lesson integration in their classrooms.

 

Author Biography

Estelle Gaigher, Department of Science Mathematics Technolgy Education

 

 

Published
2017-01-31
Section
Original Research