Challenges Encountered in the Teaching and Learning of the Natural Sciences in Rural Schools in South Africa

Mtsi, Nomxolisi; Maphosa, Cosmas

doi:10.1080/09718923.2016.11893544

Cited by 16 publications

(19 citation statements)

References 7 publications

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“…Unfortunately, given the learning benefits of using a model-based teaching approach, it has been reported that middle-schools in the Northern Cape province, which are situated in rural-and disadvantaged areas, are plagued with ill-resourced science classrooms (Mzuza & Van der Westhuizen, 2019). This, as a result, impacts negatively on the ability of science pre-service teachers to follow a model-based teaching approach, since science models in these classrooms are either non-existent, outdated, or irrelevant to the current Natural Science school curriculum (Du Plessis & Mestry, 2019;Mabasa & Singh, 2020;Mtsi & Maphosa, 2016).…”

Section: Discussion Of Findingsmentioning

confidence: 99%

“…Given the reality of ill-resourced science classrooms in selected South African middle-schools (Mtsi & Maphosa, 2016;Mupira & Ramnarain, 2018) and the preservice teachers' drive to develop their teaching models, it is not surprising that South African educational policy documents such as the National Curriculum and Policy Statement (DBE, 2011) call on both pre-and in-service Natural Science teachers to acquire the skill of improvisation that would enable them to develop teaching models that would complement their science-teaching. Ramnarain (2020) takes it a step further by suggesting that the skill of improvisation should be regarded as a key Natural Science teacher attribute, which implicates how initial teacher education programmes develop pre-service teachers for the teaching profession.…”

Section: Discussion Of Findingsmentioning

confidence: 99%

“…Unfortunately, given the benefits towards the use of a model-based teaching approach in the context of science education, several factors seem to restrict middle-school Natural Science educators from using models in their lesson design and delivery (Akuma & Callaghan, 2016;Harlow, 2010;Okori & Jerry, 2017;Philip, 2019;Singh & Singh, 2012). In a South African teaching context, it has been reported that although the South African Department of Basic Education galvanised efforts and resources towards improving the quality of Natural Science education (Munje & Jita, 2020), some South African scholars reported on a multitude of issues that hampers science educators' ability to implement a model-based teaching approach in their teaching (Mtsi & Maphosa, 2016;Mupira & Ramnarain, 2018;Mzuza & Van der Westhuizen, 2019;Ramnarain, 2020).…”

Section: Introduction and Background To Studymentioning

confidence: 99%

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The Development and Use of Improvised Science-Teaching Models: A Case of Natural Science Pre-Service Teachers

Botes

2021

IJLTER

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The study aimed to describe how a team of final-year pre-service teachers followed the process of improvisation to develop and utilise improvised science-teaching models during a teaching practicum experience. Guided by a conceptual understanding of the process of improvisation, this purposeful qualitative case study sought to respond to a series of research questions. These research questions are: “What are the issues that necessitate the need to develop science-teaching models for a teaching practicum experience?”, “How could the process of improvisation enable Natural Science pre-service teachers to develop improvised science-teaching models for a teaching practicum experience?” and “To what extent do the Natural Science pre-service teachers utilise the improvised science-teaching models in their teaching practicum?” Data collection methods such as spontaneous free-response e-mail communications, a focus-group discussion, and the use of photo-voice methodology yielded rich empirical data. The findings revealed how the Natural Science pre-service teachers ultimately engaged with the improvisation principles to develop improvised science-teaching models from low-cost and recycled materials. The paper further describes how the improvised science-teaching models were introduced in the pre-service teachers’ Natural Science lesson delivery as part of a model-based teaching approach. Findings from the study suggest that initial teacher education programs render environmental and contextual consciousness in shaping pre-service teachers for the diverse schooling contexts. The study further suggests that initial teacher education programs be intentional towards structuring module course material to make the skill of improvisation accessible to pre-service teachers as part of their teacher development.

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Section: Discussion Of Findingsmentioning

confidence: 99%

Section: Discussion Of Findingsmentioning

confidence: 99%

Section: Introduction and Background To Studymentioning

confidence: 99%

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The Development and Use of Improvised Science-Teaching Models: A Case of Natural Science Pre-Service Teachers

Botes

2021

IJLTER

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“…A good understanding of the English language helps learners to engage in complex tasks and understand word problems and instructions in textbooks and examinations (Sao, 2008;Musaisia, Nakhanu & Wekesa, 2012;Bethel 2016;Magableh & Abdullah, 2020). In other words, the English language can be a tool for inclusion or exclusion in mathematics education for rural learners (Mtisi & Maposa, 2016). Ledibane, Kaiser and Van der Walt (2018) acknowledge that: "We teach through the medium of language.…”

Section: Language and Access To Mathematics Education In Rural Contextsmentioning

confidence: 99%

Rurality and Exclusion in Ordinary Level Mathematics in Zimbabwe: A Document Analysis

Vurayai

2020

IJLTER

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This conceptual paper fuses literature review and document analysis in examining the nexus between rurality and social exclusion in Ordinary level mathematics education in Zimbabwe. The paper utilizes Bourdieu's cultural capital theory to examine the content and context of mathematics problems in textbooks and examinations focusing on language and cultural experiences. Globally, rural education has been neglected and Zimbabwe is no exception. I argue that the role of nonmaterial deterrents like lack of cultural and language capital in achievement in mathematics education has not been accorded due attention. I conclude that the context of mathematics problems in textbooks and examinations is alien to rural learners. The readability of textbooks is also beyond the reach of many rural learners. I recommend that the mathematics curriculum should be inclusive of the diverse cultural experiences of learners and the language used should be intelligible to all. The mathematics educators and related stakeholders should know that every child is capable of doing mathematics hence all forms of social closure should be eradicated.

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“…Therefore, the adoption of teaching learing materials (TLMs) in teaching will form the fundamental basis for growth and development of the potentials, competencies, abilities, capabilities, aptitudes and values of learners. However, (Chakaninka et al, 2012;Mtsi & Maphosa, 2016) are of the assertion that most rural Basic Schools in Africa are marked by a shortage of TLMs.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Pupils' Understanding of the Human Skeleton Using a Designed Human Skeletal Model

Awuah

Dominic

2021

SER

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The research was necessitated due to the researcher's experience of the difficulty of pupils of Pepease Presbyterian Basic Six in the understanding of the human skeleton. The total number of thirty-three pupils in this class, Pepease Presbyterian Basic Six was the population of this study which employed an action research method. The study revealed that pupils performed better in a lesson on the human skeleton aided by the skeletal model designed by the researcher than when presented theoretically. The research instruments employed in this study were interview, test and questionnaire. The model of the human skeleton, designed teaching and learning material used served its purpose so well and this reflected in pupils' performance which had improved remarkably after the intervention. The present study, therefore, recommends intermittent in-service training for Science Teachers especially those in the remote areas on how to design improvised materials for the various topics in the Basic Schools Science Syllabus.

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Challenges Encountered in the Teaching and Learning of the Natural Sciences in Rural Schools in South Africa

Cited by 16 publications

References 7 publications

The Development and Use of Improvised Science-Teaching Models: A Case of Natural Science Pre-Service Teachers

The Development and Use of Improvised Science-Teaching Models: A Case of Natural Science Pre-Service Teachers

Rurality and Exclusion in Ordinary Level Mathematics in Zimbabwe: A Document Analysis

Enhancing Pupils' Understanding of the Human Skeleton Using a Designed Human Skeletal Model

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