Exploring Grade 11 Physical Science Teachers Perceptions of Practical Work in MankwengCircuit, South Africa

Kibirige, Israel; Maponya, David

doi:10.36681/tused.2021.53

Cited by 2 publications

(2 citation statements)

References 38 publications

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“…Practical work is also used to develop cooperation, teamwork, communication, collaboration, and social skills in learners through instructional strategies that enhance learner-learner interactions. Practical work in science can be conducted through a variety of hands-on activities, such as experiments, laboratory work, investigations, field work, and projects (Kibirige & Maponya, 2021). Akuma and Callaghan (2019a) indicated that practical work can be computer-based in addition to other hands-on activities.…”

Section: Introductionmentioning

confidence: 99%

Primary Preservice Science Teachers’ Perceptions of Practical Work in Remote Learning Environments

Tsakeni

2023

JCSR

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Science practical work is renowned for providing authentic environments for science learning in ways that reduce the abstractness of concepts. Significant resources are used to provide facilities such as laboratories to ensure that practical work is implemented in science learning. Practical work is important for primary preservice science teachers, who in turn will implement the instructional strategy in their future classrooms. The rise in remote learning has prompted researchers and instructors to reimagine ways of facilitating practical work in ways that involve human-machine interactions in significant ways. This study used an interpretive paradigm and an explorative single-case-study design to explore primary preservice science teachers’ perceptions of conducting practical work in remote learning environments. A framework based on the Internet of Things- (IoT) enabled tools was used to mediate the understanding of the study findings. Data were collected from 25 preservice teachers by means of experiment reports and observation of practical work activities. The findings of the study showed that in the absence of proper systems for conducting practical work remotely and limited internet connectivity, the participating preservice teachers used internet searches to inform them of how to conduct experiments using household materials. The experiment reports comprised experiment demonstrations developed through the use of filmmaking applications, cloud computing tools, and social media collaborations. The paper makes recommendations to expand preservice teachers’ technological competencies to include the use of virtual laboratories to conduct practical work in remote learning environments.

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Section: Introductionmentioning

confidence: 99%

Primary Preservice Science Teachers’ Perceptions of Practical Work in Remote Learning Environments

Tsakeni

2023

JCSR

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“…Therefore learners may autonomously be engaged in teaching and learning activities through observation and the problems they have asked and responses provided. Moreover, practical work or hands-on learning in sciences is largely striving to produce learner who has ability and capability of hearing, manipulating and observing the expected outcomes (Kibirige & Maponya, 2021). Unfortunately, students in some secondary schools are not given the opportunities to manipulate the materials and participate actively in doing practical work to prevent them from damaging the limited equipment available.…”

Section: Introductionmentioning

confidence: 99%

Factors Affecting Use of Practical Work in Teaching and Learning Physics: Assessment of Six Secondary Schools in Kigali City, Rwanda

Niyitanga,

BIHOYIKI,

Nkundabakura

2021

Af. J. Educ. Stud. Math. Sci.

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Nowadays there is a global change in teaching and learning methods. Methods that support learners’ participation and construction of their own knowledge have been emphasized in all academic activities. Science theories are mastered in practices in teaching and learning activities. Teaching and learning through practical work is among methods that undoubtedly facilitate knowledge transfer and skills acquisition in teaching and learning events. The present study examined the real factors affecting the use of practical work in teaching and learning sciences, particularly physics in secondary schools located in Kigali city/Rwanda. The participants in this study were physics teachers, learners, directors of studies and headmasters from public and government-assisted schools. Qualitative and quantitative data were collected using questionnaires, interviews and observations. The findings indicated that lack of training and policy governing the use of practical work coupled with inadequate resources and facilities hindered the use of practical work in the teaching and learning of physics in secondary schools. The study recommended that in-service teacher training prioritizing the use of practical work in teaching and learning should be initiated and sustained, assessment of practical skills should be required for qualification and used formatively in all levels, Government Funds for education should be allocated to build, equip, and sustain laboratories in schools, also practical physics should be allocated on the school timetable and regular supervision should be carried out in the classroom to ensure effective implementation of practical work. Conversely, putting into practice practical work in teaching and learning actively engages learners in the creation of their understanding and be familiar with the everyday phenomenon that learners observe and experience around them.

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Exploring Grade 11 Physical Science Teachers Perceptions of Practical Work in MankwengCircuit, South Africa

Cited by 2 publications

References 38 publications

Primary Preservice Science Teachers’ Perceptions of Practical Work in Remote Learning Environments

Primary Preservice Science Teachers’ Perceptions of Practical Work in Remote Learning Environments

Factors Affecting Use of Practical Work in Teaching and Learning Physics: Assessment of Six Secondary Schools in Kigali City, Rwanda

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