Enhancing the Pedagogical Practice of South African Physical Sciences Teachers in Inquiry-Based Teaching through Empowerment Evaluation

Autor/inn/en	Ramnarain, Umesh Dewnarain; Rudzirai, Clive
Titel	Enhancing the Pedagogical Practice of South African Physical Sciences Teachers in Inquiry-Based Teaching through Empowerment Evaluation
Quelle	In: International Journal of Science Education, 42 (2020) 10, S.1739-1758 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1778810
Schlagwörter	Foreign Countries; Science Teachers; Science Instruction; Teaching Methods; Inquiry; Physical Sciences; Active Learning; Evaluation Methods; Teacher Empowerment; Reflective Teaching; Teacher Attitudes; South Africa + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Natural sciences; Naturwissenschaften; Naturwissenschaft; Aktives Lernen; Lehrerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Scientific inquiry has been advocated as a common curriculum goal in school science education in South Africa, and also throughout the world. In South Africa, the introduction of inquiry-based instruction in a reformed science curriculum has met with serious challenges, such as the under-preparedness of in-service teachers. The purpose of this study was to capture, portray and develop the pedagogical practice of Physical Sciences teachers in inquiry-based teaching using an empowerment evaluation approach. The study is a multiple case study in inquiry-based teaching of three Physical Sciences teachers in South Africa using a mixed methods design. Empowerment evaluation is the use of evaluation concepts, techniques, and findings to foster improvement and self-determination. Underlying an inquiry-based pedagogy is the assumption that science education is not merely about knowing-acquisition, but understanding how scientific knowledge is generated, evaluation of knowledge claims and conducting scientific research. Data were collected by means of semi-structured interviews, a pedagogical orientation instrument, and classroom observations. The findings reveal that through empowerment evaluation, teacher practices in the classroom shifted towards an inquiry-based approach. The empowerment evaluation approach thus offers a viable and sustained form of professional development that is likely to empower teachers in assessing, planning, implementing and evaluating what they do. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01