Search

This paper addresses the important question of the nature of the subject matter (content knowledge) that should be a base for a science teacher education curriculum. We present our argument in two parts. Firstly, we report an argument conceptualising the nature of content knowledge for science teaching that we called TerSCK. This is followed by a presentation on the shape of a science teacher education curriculum for developing TerSCK, introduced as a TerSCK-based teacher education curriculum. Our conceptualisation argument is built on a systematic analysis of previous qualitative arguments about the nature of content knowledge for teaching school science subjects. It is influenced by Deng's foundational work critiquing the grip of the doctrine of academic disciplines in theorising content knowledge for teaching, as the base from which teachers pedagogically transform their content knowledge. While acknowledging this criticism, we present the appropriate content knowledge for science teachers (TerSCK) to reflect the complex relationship between the academic and the school science kinds of content knowledge through three of Deng's relational dimensions: logical, epistemological and social dimensions that constitute TerSCK. Drawing on Schwab's curriculum faces, these relational dimensions of TerSCK were translated into a TerSCK-based curriculum comprising five elements: (i) the fundamental concepts of the topic within the discipline; (ii) interconnections between the concepts that make up the fundamental concepts; (iii) tensions from the process of extracting the discipline fundamentals into the school curriculum constraints; (iv) scientific and other modes of inquiry from non-science disciplines; and (v) cultivating social agency. We close our argument by illustrating the implementation of the TerSCK-based curriculum using the organic chemistry topic. Our recommendations call for further studies exploring the validation of a TerSCK-based curriculum across different science topics. [ABSTRACT FROM AUTHOR]

Research findings show that inquiry-based science education has positive effects in improving learning of both science content knowledge and scientific inquiry (SI) skills. As a result, various science curricula, including that of Namibia, recommend the use of an inquiry-based approach in science teaching. However, the implementation of an inquiry-based teaching approach remains a concern in Namibian science classrooms, particularly in poorly resourced schools. This paper reports the outcome of a small-scale interventionist research project which involved three experienced Life Science teachers. The teachers were exposed to an intervention that explicitly focused on supporting them with the pedagogical content knowledge (PCK) needed to facilitate inquiry-based learning in their classrooms. An indigenous technology, the production of a traditional non-alcoholic beverage (oshikundu) was used in the intervention. The Topic-Specific PCK model by Mavhunga and Rollnick provided the analytical framework for this study. Additionally, the principles of classroom inquiry together with the model of inquiry-based science instruction predict–explain–explore–observe–explain were used to scaffold teachers towards the PCK for inquiry-based teaching. Findings from the study revealed that prior to the intervention workshop some science teachers had inadequate PCK for inquiry-based approach. Except for concern over time constraints, the study established that all five components of teachers' PCK of an inquiry-based approach improved after the intervention. Furthermore, teachers recognised and recommended the use of the PEEOE model for inquiry-based science teaching. The process of making oshikundu was established as a suitable resource to conduct practical investigation in poorly resourced schools. This study thus recommends more interventions based on locally available indigenous technology to improve science teachers' PCK for inquiry-based science teaching. [ABSTRACT FROM AUTHOR]

The world we live in is increasingly multimodal, necessitating multiliteracy for learners to engage meaningfully with knowledge and skills. While verbal language is the primary medium for constructing, communicating and learning scientific knowledge and concepts, visuals can help learners to gain knowledge that they may not develop from verbal explanations alone. Verbal and visual semiotic modes have the potential to function in a complementary way, working together to strengthen meaning. This paper explores the dynamics of verbal–visual intersemiotic complementarity in the classroom practice of three junior secondary physical science teachers in the Oshana region of Namibia. It reports on a qualitative case study employing Systemic Functional Linguistics in the analysis of multimodal discourse. The results revealed how the content selections in the verbal and visual modes of the science teachers' practice are related in terms of the meanings and their relationships through all five intersemiotic sense relations. The results also showed that some teachers consistently employed fewer visuals. The results further highlighted low frequency of the use of intersemiotic antonymy (opposites) and hyponymy (hierarchy) by each teacher compared with intersemiotic repetition, synonymy (synonyms) and meronymy (whole–part relationships). It is recommended that Namibian science teacher training programmes incorporate intersemiotic complementarity in order to help teachers harness the full potential of this approach. [ABSTRACT FROM AUTHOR]

This paper examines student teachers' perceptions of their professional development while engaging in work-integrated learning at a teaching school in South Africa. Teacher educators often assume that practical aspects of pre-service education will be dealt with when student teachers are attached to schools for several weeks. However, the literature reports that such school experience is often sub-standard. This research surveyed student teachers' experiences in a teaching school providing a community of practice for student teachers. The theoretical framework underlying this study is the zone of proximal teacher development. Student teachers were placed in situations where they experienced prolepsis (expecting them to know more than they actually do). Student teachers had to plan lessons in groups and deliver the lessons to Life Sciences learners at the teaching school. Afterwards they attended a reflection session. Thirty-nine student teachers were part of the research over a two-year period. The data were obtained through individual interviews, focus group interviews, reflection sessions, a questionnaire and student reflection sheets. The data were coded inductively, arranged in categories which were collapsed into sub-themes. The sub-themes from each data source were triangulated to obtain seven main themes. Student teachers considered the teaching school approach very beneficial to their development of science subject knowledge, pedagogy, the use of scientific inquiry strategies and their application of pedagogical theory. The learners at the school, through their inquisitiveness, offered opportunities for prolepsis to take place. The community of practice that developed within groups of student teachers was seen as very supportive. [ABSTRACT FROM AUTHOR]

A new Curriculum and Assessment Policy Statement (CAPS) was introduced in South Africa in 2012 to, among others, drive a learner-centred and constructivist approach to practical work in the high school subject Physical Sciences. This study investigates teachers' concerns with the implementation of practical work in Physical Sciences. A survey of 81 high school physical science teachers' concerns was conducted in a school district in South Africa. Participants were selected from 52 schools by means of convenience sampling. The seven stage concerns-based adoption model was used to identify teachers' stages of concern on the practical component of CAPS. The findings indicate that 69% of the participants (n = 47) had management concerns of high significance (p = 0.51), while the collaboration and consequence concerns were only slightly significant (p = 0.96). With regards to CAPS experience, respondents who had been implementing CAPS for less than three years had more personal concerns compared with those who had been executing it for three to four years. Equally, respondents with less experience with CAPS had marginally more management concerns compared with respondents with more experience. These trends were also observed with the collaboration and refocusing concerns suggesting that teachers with less CAPS experience worry more about their ability to manage practical work and to make laboratory activities workable in their contexts. The paper concludes with a discussion on the variety of concerns and how these might be addressed through targeted teacher professional development support. [ABSTRACT FROM AUTHOR]

This study investigated the extent to which the notion of knowledge about alternative conceptions is featured in the curriculum for pedagogy courses of a pre-service science teacher programme and explored pre-service students' understanding of the notion having completed the pedagogy courses. This was achieved by analysing three curricula, one each for physics, biology and chemistry pedagogy courses and by interviewing 29 pre-service teachers from one university in Tanzania. The study was guided by a framework of five aspects of the notion of knowledge about alternative conceptions, which were adapted from Gomez-Zwiep. These are the definition of alternative conceptions, their nature and origins, examples of alternative conceptions in science, their impacts, and instructional strategies to address alternative conceptions. The results indicated that the notion of knowledge about alternative conceptions is generally not featured in pedagogy courses. Further, although most of the pre-service teachers could identify the impacts of alternative conceptions on students' learning, they had a limited understanding of the notion. Thus, the study recommends that pedagogy courses should emphasise explicit instruction of the notion of knowledge about alternative conceptions. Further, pre-service teachers should be exposed to the debate about how to approach good instruction in relation to alternative conceptions. [ABSTRACT FROM AUTHOR]

This study explored the perceived benefits and challenges that Natural Sciences teachers experience when using blended teaching in Smart Schools. This qualitative research focused on public township schools with challenging socio-economic contexts in the Gauteng Province, South Africa. A non-probability purposive sampling method was followed. The data collection technique used involved individual, face-to-face, semi-structured interviews. Interviews conducted with 10 Natural Sciences teachers were analysed through inductive analysis. The key findings of this study portrayed that teachers perceived that the incorporation of blended teaching and learning presented major pedagogical benefits, such as increased learner enjoyment and improved engagement as visual enhancements of the scientific processes and concepts aid learning, save teaching and reduce learning time since complex scientific concepts are simplified and use virtual experiments instead of traditional hands-on practicals. Efficiency in long-term running costs was seen as another benefit. According to these Natural Science teachers, one disadvantage in particular was an increased workload owing to double lesson planning for classroom activities and particularly for science practicals with and without the use of smart equipment, where there were external challenges such as load shedding, inoperable devices, connectivity challenges and/or smart equipment thefts. It is recommended that Smart School teachers are encouraged to form communities of practice to share strategies to minimise the perceived or experienced challenges in blended teaching. [ABSTRACT FROM AUTHOR]

Information and communication technology (ICT) competences are among the most important requirements to effectively teach mathematics and science in today's classrooms. Teacher educators in the Southern African Development Community (SADC) region have prioritised ICT competences for pre-service teachers (PSTs) to effectively select suitable instructional techniques for teaching mathematics and science subject matter. The purpose of this study was to compare PSTs' knowledge of integrating ICT resources into mathematics and science instruction during their teaching practice based on the country of their training, and to determine a linear combination of subfactors that best explains their ICT knowledge. Data were collected from 524 final year PSTs in three SADC countries: Lesotho, South Africa and Zimbabwe. A one-way analysis of variance (ANOVA) was used to compare the effect of country on PSTs' ICT competence levels. In addition, a stepwise linear multiple regression analysis was conducted to determine a linear combination of subfactors that significantly influenced their ability to integrate ICTs into their instruction. The results of the study revealed a significant difference in PSTs' ICT competences by country. A post hoc test was conducted to determine which groups differed significantly. The results have highlighted the importance of PSTs' access to ICT resources during teaching practice in the three countries. Furthermore, the results have contributed to knowledge about teacher education in the three countries. [ABSTRACT FROM AUTHOR]

Although there is a lot of interest in the development of computational thinking (CT) and the benefits it could have for every student, integrating it into science classrooms may be more difficult than traditional teaching. This can be very challenging for South African science teachers. Thus, there is an increasing need to prepare teachers and systematically engage them in professional development activities to help them learn, unlearn, relearn and restructure their thoughts, perceptions and attitudes towards integrating CT in science classrooms. This study explored teachers' perceptions and concerns about integrating CT in science teaching. Twenty-two science teachers from innercity secondary schools in South Africa were chosen to be part of this exploratory case study. Data were collected through take-home assignments and focus group discussions containing a series of open-ended questions. The concern-based adoption model was used as a lens to understand teachers' stages of concern. Data were analyzed using thematic analysis. It was found that sampled science teachers viewed CT as a valuable tool that can help promote learners' data management practices and problem-solving practices, especially in reducing complex problems to researchable problems. The findings also showed that teachers intend to integrate CT into their science classrooms by refining their existing practices. However, teachers showed high informational, personal and management-related concerns regarding integrating CT in South African science classrooms: they needed more practical and contextual ideas on strategically integrating CT in their daily lessons. Conversely, teachers showed limited concern at the unrelated, consequence, collaboration and refocusing stage. This suggests a need for teacher education programmes in South Africa to focus more acutely on training pre-service teachers on how to plan and design science instruction using computational thinking concepts and practices. [ABSTRACT FROM AUTHOR]

Problem-based learning (PBL) is considered to be an effective teaching and learning strategy as it leads to longer retention of concepts learnt, improves problem-solving skills and enhances critical thinking. However, teachers often find it difficult to implement as they do not receive guidance during their initial training. A professional development intervention lasting four weekends was organised on developing rural science teachers' knowledge and skills in the use of PBL strategies for teaching circuit electricity. The aim of the study was firstly to explore how rural science teachers' knowledge and classroom activity change after the intervention and secondly to establish these teachers' experiences when implementing the strategy in rural schools. Three different instruments, i.e. open-ended questionnaires, interview schedules and a lesson observation protocol, were used to obtain qualitative data from 16 teachers in a total of eight purposively selected schools. The theoretical framework used was the social constructivist theory as it embeds the PBL strategy. Findings indicate that teachers indeed changed their teaching as learners made predictions, formulated hypotheses and were involved in thought-provoking activities. Rural teachers' experiences were similar to previous findings. However, these rural teachers had to additionally deal with the challenge of large classes and a lack of information technology support in the use of a PBL strategy. The divergence of the language of learning and teaching from the learners' home language was not found to be problematic. Not all teachers were qualified but according to the classroom observations they all displayed good content knowledge in circuit electricity, even when using PBL strategies. [ABSTRACT FROM AUTHOR]

This study investigated the effect of in-service training in the use of the ripple tank equipment on science teachers' pedagogical content knowledge (PCK) about the topic of waves. Three Grade 10 Physical Sciences teachers participated in this qualitative case study. The Refined Consensus Model informed the conceptual framework of this study, considering PCK at a topic level within each of the three realms of PCK. The training exposed teachers to the collective realm of PCK with the intention of developing their personal PCK about the topic. Teachers' personal PCK was explored by means of written Content Representations before as well as after the training. After the training, teachers' enacted PCK was observed and video-recorded while teaching the topic of waves to their learners. Pedagogical reasoning was elicited through video stimulated recall interviews. The post-training interviews also provided insight into participants' general views about the in-service training. The results show that the participants' personal PCK improved and that some of the content and skills taught during in-service training were utilized in the enacted PCK of two of the participants, particularly regarding conceptual teaching strategies. Least improvement occurred for the component of teachers' knowledge of learners' understanding. We found evidence that teachers' beliefs influence their pedagogical reasoning, acting as amplifiers and filters to translate newly acquired personal PCK into enacted PCK: teachers who prioritise hands-on experiences and teaching for understanding as opposed to rote learning are more receptive to training in the use of apparatus. The study therefore shows that training in the use of the ripple tank equipment improved in unique ways each of the teachers' PCK about waves. [ABSTRACT FROM AUTHOR]

In physics education, assessments address various forms of scientific knowledge. Most of the existing test instruments emphasise the assessment of content knowledge. These tests fail to measure the epistemic aspects of science. Thus, assessing epistemic knowledge is a theme that demands investigation. This study applies Rasch analysis to help validate an epistemic knowledge test in electricity and magnetism. Each of the initial 30 items represents distinct features of scientific reasoning. The construct dimensions are derived from Kind and Osborne's framework of Styles of Scientific Reasoning. Based on expert validation, a final 20 items were selected. The test was administered to 156 graduating in-service natural science teachers. Reliability and separation indices, person-item mapping, and principal component analysis using standardised residuals are reported. No meaningful secondary dimension was found in the test data. Invariant properties showed that the test had internal coherence. The Wright Map showed the difficulty of the test to the test takers. The overall fit statistics were within the acceptable range. Along the continuum of item difficulty, there were some notable gaps, where future test items judged to be that level of difficulty could be included. We acknowledge that there may be other reasons for these gaps. [ABSTRACT FROM AUTHOR]

Ample research exists on barriers to the use of computers as a form of information and communication technologies (ICTs) in teaching. The most common barrier reported to prevent teachers from using computers in teaching is the lack of resources. However when resources are available, ICTs are still often not effectively integrated into teaching. This study explored how teacher beliefs relate to the use of ICTs for three purposefully selected teachers of Natural Sciences in a public school well resourced for ICT. This study, therefore, considered under-explored intrinsic factors that contribute to ICT usage in a technology-rich context. The theoretical framework for this study merged the Hew and Brush model with the Vickers Framework which shows the relationships among various factors, including beliefs about the pedagogical use of technology, that affect the use of ICTs in teaching and learning. A qualitative, multiple case study approach was used and data were collected using questionnaires, lesson observations and semi-structured interviews. The lesson observations and interviews were recorded and transcribed in full. The analysis of data involved coding and thematic categorisation for each case and across cases. The findings suggest that within a technology-rich context, extrinsic factors play a minor role whereas the intrinsic factor, namely beliefs, plays a major role in teachers' ways of using ICTs in science teaching. Beliefs emerge and are influenced by three factors, namely, value judgement, reality judgement and action judgement. Value judgements, such as those based on the beliefs about the important role of the teacher and beliefs about the nature of teaching, have the largest influence on the way teachers use ICTs in the classroom, while reality judgements and action judgements are also influential to an extent. The study recommends that ICT use in schooling still needs consistent support in cultivating positive ICT-related teacher beliefs and that further research on intrinsic barriers encountered in technology-rich contexts is required. [ABSTRACT FROM AUTHOR]

Recent reforms in science education highlight the need for student-centred approaches to teaching in school curriculum policy in South Africa. Science teachers are required to move away from traditional teacher-centred practices which regard students as mere passive recipients of knowledge. In this study, we examine classroom talk for the type of student participation encouraging moves employed in lessons on basic genetics concepts and the related quality of instructional strategies employed by a university lecturer during a semester course on genetics. A key feature of the course was the lecturer's use of students' prior knowledge including alternative conceptions from a diagnostic assessment to facilitate the learning of pertinent genetics terminologies. Through a qualitative approach, we combine two recently published frameworks—the Analysing Teacher Moves (ATM) and the Elaboration frameworks—to analyse teacher talk from transcribed videoed lectures and explore the likely influence on student participation. The findings reveal two dominant student participation stimulating talk-related instructional strategies that seemed to elicit diverse and deeper responses from the students. These include higher-order initiating and rejoinder moves, supplemented by other moves, through which the lecturer provided students with factual information, often in a manner that enabled knowledge synthesis. The intentional use of open-ended questions, explanations and representations and probing students for further contributions signal deliberate pedagogic intentions to promote student interaction while navigating observed language proficiency challenges. The combined analysis framework is recommended for use in future studies on instructional practices which aim to promote fruitful classroom interaction. [ABSTRACT FROM AUTHOR]

Students' approaches to learning have a significant impact on the outcomes of any educational programme. In the light of the documented concerns about the quality of students' engagement with academic work, this study sets out to determine and explain preservice teachers' (PSTs) approaches to learning. This was based on the premise that, while science teacher-educators may strive to inculcate a deep approach to learning in their PSTs, various contextual factors may impinge on these efforts. Ninety-four Physical Sciences PSTs' approaches to learning were explored through a survey questionnaire followed by 32 face-to-face interviews. The approaches to learning theory was used to develop the instruments and interpret the data. Mean agreement scores were used to determine the students' approaches to learning by profiling them based on a mean agreement scale. The findings indicated that most (68%) of the Physical Sciences PSTs tended to use combinatory pragmatic dissonant and deep-strategic approaches to learning. Several factors influenced the PSTs' approaches to learning but their socio-economic status and motivation to train as teachers seemed to have the greatest effect. It is imperative for lecturers to explore strategies to promote a deep approach to learning and high self-efficacy in students with low socio-economic status having to balance part-time work and studying. A more extensive study might help to ascertain the correlation between the motivation to train as teachers and students' approaches to learning. [ABSTRACT FROM AUTHOR]

Stoichiometry, which deals with the quantitative aspects of Chemistry, is a topic students find challenging and which teachers struggle to teach. South African students' performance in stoichiometry in the final matriculation examinations has led to calls for the topic to be taught better and highlighted the need for teacher professional development. This served as the rationale for this study to design an instrument to measure the quality of experienced Physical Science teachers' topic-specific pedagogical content knowledge (TSPCK) using a mixed-methods approach. Responses by five teachers to open questions on each of five components of TSPCK were used to generate scenario-based items for the instrument. The validity of the instrument was determined through Rasch analysis of responses of a sample of 31 teachers. Both the validity and reliability of the instrument to measure the quality of TSPCK in stoichiometry were found to be acceptable based on the fit statistics and reliability measures generated from the Rasch analysis. [ABSTRACT FROM AUTHOR]