Exploring Grade 11 Physical Science Teachers' Perceptions of Practical Work in Mankweng Circuit, South Africa

Autor/inn/en	Kibirige, Israel; Maponya, David
Titel	Exploring Grade 11 Physical Science Teachers' Perceptions of Practical Work in Mankweng Circuit, South Africa
Quelle	In: Journal of Turkish Science Education, 18 (2021) 1, S.73-90 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kibirige, Israel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1304-6020
Schlagwörter	Science Teachers; Teacher Attitudes; Educational Policy; Portfolios (Background Materials); Scientific Concepts; Case Studies; Grade 11; High School Teachers; Teaching Methods; Science Process Skills; National Curriculum; Faculty Development; Program Development; Instructional Design; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Oberschule; Teaching method; Lehrmethode; Unterrichtsmethode; Programmplanung; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Practical work is critical to understanding science concepts. A case study was carried out to understand teachers' perceptions regarding practical work in Mankweng Circuit, South Africa. Four Grade 11 Physical Science teachers from different high schools were purposively selected. Data were collected through interviews, classroom observations, and teachers' portfolios. Results show that teachers' had different perceptions, enactment and motives regarding practical work. Teachers used demonstrations, narratives, and structured investigations to teach practical work, which deprived learners' science process skills. All teachers recorded one practical work in a term to fulfill the national Curriculum Policy Statement (CAPS) requirements. The study contributes to the literature on teachers' perceptions regarding practical work and gives insight into the implementation of practical work in the classrooms. The study recommends developing teachers' professional development programs that focus on how to design and implement quality practical work lessons, and to assess process skills during practical work. (As Provided).
Anmerkungen	Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/index.php/tused/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01