This section presents a summary and discussion of the first research question, namely:
How do we engage NST pre-service teachers to elicit their understanding of an integrated NST curriculum?
The research question explored how Grade 6 NST PSTs’ understanding of an integrated curriculum could be developed, and the various stages of engagement which led to the elicitation of Grade 6 NST PSTs’ understanding of an integrated curriculum were presented.
To elucidate this further, the various stages of engagement were presented in Chapter 5, which led to the elicitation of Grade 6 NST PSTs’ understanding of an integrated curriculum. The various stages of engagement were adapted from Wang (2019) and comprised four parts, namely: the preparation phase, the interactive phase, the feedback phase, and evaluation phase.
In my study I argued that the four phase engagement process of using concept mapping by Wang (2019) could be adjusted for the purpose of this study and when these phases are combined with a framework of TSPCK as proposed by Mavhunga (2014) and Mavhunga and Rollnick (2013) proved that concept mapping is advantageous as it promotes the graphical representation of facts, concepts, and relationships; aids in the construction and retainment of knowledge and promotes clarity and a deeper meaning of knowledge through communication.
The concept mapping activity also assisted the Grade 6 NST PSTs in the improvement of their CK in the NST topic and concepts of Matter and Materials and Processing through recall of prior Grade 4 to 6 NST knowledge and the integration of the NST topics and concepts. The concept mapping activity proved to be challenging as the Grade 6 NST PSTs were more accustomed to using mind maps in their studies in HE. After the CM activity was completed, the Grade 6 NST PSTs had a full view of their prior Grade 4 to 6 CK in topics and concepts pertaining to Matter and Materials and Processing. This holistic view of the CMs also exposed to the Grade 6 NST PSTs various gaps in their prior Grade 4 to 6 CK and misconceptions that may have possibly formed earlier on in primary school. Although concept mapping as a teaching strategy can be subjective and time consuming, Wang (2019) concludes that this type of teaching strategy is a “powerful teaching tool” and must be implemented in schools that are resistant to change their out-dated teaching practices (p. 1198). Hence, the findings were aligned to research question one which suggested that NST PSTs understanding of an integrated NST curriculum could be elicited by engagement using instructional strategies and
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a concept mapping activity (Wang, 2019) to promote the development of an integrated TSPCK in Matter and Materials in NS and Processing in TECH.
An initial brainstorming session presented feedback from the Grade 6 NST PSTs prior CK in Grade 4 to 6 NST topics and concepts. The elicitation of Grades 4 and 5 NST prior knowledge of topics and concepts by the Grade 6 NST PSTs set the platform for the introduction of more complex Grade 6 NST concepts such as “pure” and “impure substances” and consolidation of the concept of “solubility”. The findings of the brainstorming session highlight that the Grade 4 and 5 elicitation of prior knowledge of topics and concepts in the Particle Nature of Matter;
its phases when heat is added or taken away and the properties of Matter were good starting points of discussion for the introduction of Grade 6 NST topics and concepts relating to
“substances” and “solubility”. After completion of the feedback session, a whole class discussion was held to clarify the Grade 6 NST topics and concepts. The findings from the feedback suggest that the Grade 6 NST PSTs experienced a discord in understanding and explaining NST topics and concepts in relation to Grade 6 Term 2 mixtures and solutions as well as the reasons for why only some substances dissolve in water. It was interesting to note that another finding points to the use of examples of familiar household crystalline substances such as salt and sugar that were used in an illustration on the whiteboard to explain the topics and concepts relating to Grade 6 NS topic of dissolving and the dissolution process. Another significant finding emerged from the observation made during the practical chemistry investigation. The finding of the observation during the engagement of the Grade 6 NST PSTs in the practical chemistry experiment revealed that all the Grade 6 NST PSTs in the small groups of three, were fully engaged in interactive peer discussions during the practical activity.
By carrying out this observation during the practical investigation, the more passive Grade 6 NST PSTs became more actively involved and it was apparent that their curiosity and interest in NST was reignited from the social interaction with their peers. Another noteworthy finding that was aligned to research question one illuminated the Grade 6 NST PSTs’ challenges with the learning of the new Grade 6 NST topics and concepts as well as highlighting of key points relating to the methods of separation of solutions, such as filtration and chromatography. An increased number of Grade 6 NST PSTs in the class (during oral interaction of feedback) indicated that they had some idea of the process of filtration but did not fully understand the separation method of chromatography as they were not taught this type of separation method in primary school.
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A finding that must be pointed out is the use of small group discussions which promoted active participation and knowledge construction in the Grade 6 NST PSTs by the sharing of ideas and peer interaction in the social setting of the classroom. Another finding that was emerged from the observation of the Grade 6 NST PSTs peer interaction in the small group discussion and co-operative learning sessions with the CMs, revealed that the Grade 6 NST PSTs did not interact with CAPS and their textbooks as often as they did with their digital devices and online sources to research the new Grade 6 NST topics and concepts and to consolidate prior Grade 4 to 6 NST topics and concepts in Matter and Materials and Processing of an integrated NST curriculum. In addition, an important finding revealed that the Grade 6 NST PSTs also commented that they could not: recall being taught TECH topics and concepts relating to Processing; that the design process steps (IDMEC) seemed vague and confusing, and that they did not fully understand the application of the topics and concepts of Matter and Materials and Processing in an integrated NST curriculum to problematisation and contextualisation with regards to the problem of water and sanitation in rural communities in South Africa.
The findings aligned to research question one suggests that more research is needed in the future training of NST PSTs in the following areas: the development of an integrated TSPCK in abstract Grade 6 Term 2 NST topics and concepts pertaining to Matter and Materials in NS and Processing in TECH; and the application of the design process (IDMEC) to problematisation and contextualisation in South Africa. If we compare the topics covered in Grades 4 to 5 and what the Grade 6 NST PSTs foregrounded, it is encouraging to see that the findings suggest that the Grade 6 NST PSTs could recall all the concepts in Grade 5 NST topics and concepts relating to Matter and Materials and Processing. However, they had difficulties in recalling Grade 4 NST topics and concepts relating to Matter and Materials and Structures.
Another finding from the elicitation of Grade 4 to 6 prior knowledge highlights that the Grade 6 NST PSTs linked the recall of Grade 5 NST topics and concepts to the excursion to the Sugar Mill which suggests that the excursion provided a realistic and relevant experience in their lives. With regards to Grade 6 NST concepts pertaining to Matter and Materials and Processing, the findings point to three topics, namely, solutions, dissolving, and processes to purify water that must be explored further to promote the development of TSPCK in future NST PSTs in South Africa.
The objective set out in Chapter 1: The engagement of NST pre-service teachers in a concept mapping activity to elicit their understanding of an integrated NST curriculum, was thus achieved.
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