Orientation to the study
Rationale for the study
The Physical Sciences curriculum in particular must ensure better access to scientific knowledge and scientific literacy. Learning Outcome 1 of the NCS emphasizes the aspect of practical scientific inquiry in teaching and learning the sciences (DoE, 2003).
Significance of the study
In the subject statement for Physics, it is further stipulated that practical work is essential in the teaching of scientific concepts. Taking into account the importance of practical work in the teaching of science concepts, I decided to investigate how physical education teachers from schools affiliated to the SRC use this center in their teaching.
Aim of the study
This study will help determine whether the SRC is fulfilling its purpose of providing access to quality educational resources, opportunities for continuing professional development for teachers and school-based support. Although this is not the purpose of the study, it is one of the ways in which the study becomes important.
Research questions
Summary
I am involved in a research project entitled “Exploring Science Teachers' Use of a Science Resource Center”. I am involved in a research project entitled “Exploring Science Teachers' Use of a Science Resource Center”.
Literature review
The state of Physical Sciences in South Africa
South African students also performed lowest in mathematics and science in the recent TIMSS-R survey, in which 38 countries participated (Martin, et al., 2004). Johnson et al., (2000, p. 141) further argue that in science education "the lack of resources (such as scientific equipment, chemicals and specimens) and the limitations it imposes on teachers' activities is more surprising than it is with the others. .
The National Curriculum Statement
Johnson et al., (2000) argue that South Africa's new national curriculum will be implemented differently because of differences that are a legacy of apartheid. Research by Johnson et al. 2000) further indicates that a change in classroom practice involves a combination of both changes in the circumstances within which a teacher works and in each teacher's KPPK.
Science teachers’ pedagogical content knowledge
According to Mulhall et al., (2003), successful teachers in a particular content area have a well-developed PCK. According to Mulhall et al., (2003, p. 9), CoRes “provide some insight into the decisions teachers make when teaching a particular.
Constructivism in learning to teach science
Teachers' personal beliefs about teaching, namely the construction themes, explain the types and degree of change that teachers can make in their teaching practice (Lester & Onore, 1990). According to Lester and Onore (1990), teachers are able to see their situations through their personal construction themes; teachers' beliefs about teaching and learning are responsible for their thinking and actions as teachers. Given the theories about constructivism in science education and science teachers' pedagogical content knowledge, there are facilities to assist in science teacher development.
The Science Resource Center studied here is a teacher development unit that seeks to address teacher cognitive and pedagogical development by providing school-based support and resources for mathematics and science teachers in under-resourced educational communities (James, et al ., 2008).
Summary
Internationally, science resource centers appear to be addressing a broader audience that includes teachers, students, administrators, and the general public. In the United States, three Science Resource Centers are used to provide insight into this facility. First, the Science, Technology, Engineering and Mathematics (STEM) Education Coalition represents all sectors of the technology workforce.
Second, the Science Education Resource Center (SERC) houses inventory books, videos, scientific equipment and live animals to supplement and enrich the school curriculum.
Research design and methodology
Research design
Moreover, the qualitative approach has an interpretive character which aims to discover the meaning that events have for the individuals who experience them and the researcher's interpretations of these meanings (Eisner, 1991). According to Cohen et al. 2007, p. 254), case studies are "descriptive and detailed as they involve looking at a phenomenon in its real-life context and seek to portray thick accounts of participants' lived experiences, thoughts and feelings about a situation". Therefore, a case study design was important to my study as case studies allow situations to speak for themselves rather than being interpreted, evaluated or judged primarily by the researcher (Cohen et al., 2007).
However, I was aware that case studies have been criticized for their inability to allow a generalization from the findings, but Wellington and Ireson (2008) state that people who read from case studies can often relate to them, even though they do not can always generalize from them.
Context of the study
The Physical Sciences resources include portable physics and chemistry kits that can be used for most of the Physical Sciences topics. Schools therefore join the SR by paying a minimum fee of R150 per year so that teachers can have access to the science resources available there. This study focused on how teachers in Empangeni education district, who had access to the SR, used the Centre.
Sampling
- Sampling strategy
- Sample size
In a non-random sample (also known as a non-probability sample), some members of the wider population will be deliberately (or purposively) excluded and others will be included (Cohen et al., 2007). According to Cohen et al., (2007), purposive sampling is used to access data from people who have deep knowledge about a specific issue. In general, larger samples are better because they increase the reliability of the research data; however, in qualitative research the sample size is usually small (Cohen et al., 2007).
Cohen et al., (2007) further state that the determination of the sample size must account for non-response, attrition and participant mortality, as some participants will leave the research, fail to return questionnaires or return incomplete or spoiled questionnaires will send back.
Data collection
Eight 12th grade physics teachers from eight rural high schools were interviewed using face-to-face semi-structured interviews. Individual face-to-face interviews were able to provide direct evidence of physical science teachers' intentions and use of SRC. Structured interviews created an opportunity for teachers to provide information that they would not have thought of or attempted to capture with any of the instruments. To understand how physical science teachers intend to use SRC and how they actually use SRC in teaching physical science.
The semi-structured face-to-face individual interviews allowed the participants greater flexibility and freedom.
Ethical considerations
Validity
Validity was addressed by selecting as participants physical science teachers who knew about the SRC and its purpose, rather than physical science teachers who may have no idea about the SRC. 2007) point out that the researcher should locate validity discussions within the research paradigm the researcher is using.
Summary
Introduction
The teachers
Other schools showed a fair increase in the number of students passing Physical Sciences in 2010, but Mngoza High School showed no improvement. Mngoza's poor performance could be attributed to the fact that teacher H lacked experience in teaching Physical Science. Some of the requirements required science teachers to integrate new teaching methodologies into their teaching of Physical Science (James et al., 2008).
Research shows that over 60% of science teachers in South Africa have had no formal training in the physical sciences (Rogan & Grayson, 2003).
The interview process
I was able to do this because I was aware of how they were different from myself, and I was eager to accept them for who they were (Gordon, 2011). I tried to be sensitive to the participants because some of them had less experience in applying practical strategies to teach Physical Sciences. As an interviewer, I was aware of the importance of being what Lipari (2004) refers to as 'a responsible listener'.
I did this by being attentive to what they had to say and taking in their ideas without judging them.
Analysis of results
- Construction of the CoRes
- Discussion of the CoRes
- Construction of the PaP-eRs
- Discussion of the PaP-eRs
- Practices before teaching
- Practices during teaching
- Practices after teaching
According to Loughran et al. conceptualizations of the teachers' collective PCK around a specific scientific topic. Based on the idea put forward by Loughran et al. 2006, p. 23) that "a CoRe contains only the amount of information and ideas proposed by those involved in its formation", the horizontal axis of a CoRe contains the 'big ideas' - which refers to each of the scientific ideas that teachers see as crucial to the use of scientific resources in their chosen subject. This provided insight into the decisions that the teachers made around the issue of the use of science resources in science education.
They are the narrative accounts of the teachers' PCK for a particular piece of science content (Loughran et al., 2004).
Summary
Findings and recommendations
Overview of the study
The aim of the study was to explore the use of SRC by Physical Science teachers in teaching Physical Science. One of the roles of the SRC was to provide programs that address the effective use of science resources by science teachers. I hope to use the findings of the project to make recommendations that include the voices of physical science teachers to improve physical science teaching strategies.
I hope to use the project's findings to make recommendations that include the voices of science teachers to improve science instructional strategies.
Discussions of the findings
- How do Physical Sciences teachers use the SRC?
- Why do Physical Sciences teachers use the SRC?
Limitations of the study
Recommendations
Directions for future research
Conclusion
Introduction
Among the factors leading to poor performance in physical sciences is a lack of science resources in schools. These statistics demonstrate that only a small percentage of physical science teachers have access to physical science resources that they can use in teaching the subject.
Introduction
Interpreting reality, according to Cohen et al. 2007), involves making meaning of data from the point of view of the people being studied. Most experienced teachers in South Africa are facing several challenges regarding the implementation of the new curriculum. In light of this discussion, it should therefore be noted that the PaP-eRs listed below are the synthesis of the survey data from individual interviews with the science teachers who participated in this study.
By repeating the lesson (with another class) the teacher was able to improve pedagogical strategies. Each of the teachers in this study reflected on his/her practice and demonstrated a willingness to engage in hands-on learning. CoRes represent every science teacher's PCK because of the reasons they provide that connect the how, why, and what of the content to be taught (Mulhall et al., 2003).
CoRe allowed insight into important features of resource use, and PaP-eRs described actual reasons specific to each teacher. In no way will the research interfere with the teaching and running of the school.
