Teacher beliefs and attitudes about inquiry-based learning in a rural school district in South Africa

Ramnarain, Umesh; Hlatswayo, Manzini

doi:10.15700/saje.v38n1a1431

Cited by 74 publications

(80 citation statements)

References 24 publications

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“…Limited materials and resources in science learning can be seen as an obstacle for rural students to get equal rights in quality science education. This statement is supported by Ramnarain & Hlatswayo (2018) who also stated in his findings that teachers claimed to face difficulty implementing research-based learning due to lack of lab facilities and teaching aids. In the study of Wills et al (2014) also stated the same thing and pointed crowded class and limited resources such as infrastructure often become a stumbling block for teachers in rural schools in Madagascar.…”

Section: Materials and Resourcesmentioning

confidence: 70%

“…This can be seen from the lack of technology as a teaching aid and rural school teachers have minimal knowledge of the current technology (Kalonde, 2017). Besides, lack of infrastructure such as laboratory facilities and small classroom contribute to the problem in teachers' pedagogy (Ramnarain & Hlatswayo, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…This statement is evident from the findings by Ramnarain & Hlatswayo (2018) that school teachers from rural areas had a positive attitude towards research in teaching and learning of Physical Sciences, and recognizing research benefits, such as overcoming student motivation and supporting students in understanding the concepts of abstract science. On the other hand, Avery & Kassam (2011) proved teacher's pedagogy should be interlinked with the environment where students live.…”

Section: Teacher Pedagogymentioning

confidence: 98%

“…Objective Finding Ramnarain & Hlatswayo, 2018 Teacher beliefs and attitudes about inquiry-based learning in a rural school district in South Africa…”

Section: Topicmentioning

confidence: 99%

“…The empirical study done by Ramnarain & Hlatswayo (2018) shows teachers are less likely to make research-based learning in their studies. This is because of the time constraint as they have to complete the syllabus.…”

Section: Timementioning

confidence: 99%

See 4 more Smart Citations

Systematic Review: The Impact of Pedagogy on Equity in Science Education in Rural Schools

Jalak¹,

Nasri²

2019

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The pedagogical impact on equity in science education is an interesting issue to be studied because it gives an overview of the delivery of science education to the community. The concept of equity in science education requires people to have equal rights for quality science education regardless of their geographical location, gender, and socio-economic factors. Systematic review was used to gather empirical studies on pedagogical issues related to science education. Systematic reading was done via databases such as Google Scholar, ERIC and SAGE. The articles were then filtered using PRISMA 2009 Flow Diagram before they went through another filtering process using the six elements in research that adapted from McDermott et al. (2004). Systematic research has found that teacher pedagogy influences the concept of equity in science education in rural schools. The previous studies found there is still a gap in rural school science education to meet science education standards. However, teachers and students are still positive in science learning because the effectiveness of science education depends on the wisdom of teachers in choosing teaching strategies.

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Section: Materials and Resourcesmentioning

confidence: 70%

Section: Resultsmentioning

confidence: 99%

Section: Teacher Pedagogymentioning

confidence: 98%

“…Objective Finding Ramnarain & Hlatswayo, 2018 Teacher beliefs and attitudes about inquiry-based learning in a rural school district in South Africa…”

Section: Topicmentioning

confidence: 99%

Section: Timementioning

confidence: 99%

See 3 more Smart Citations

Systematic Review: The Impact of Pedagogy on Equity in Science Education in Rural Schools

Jalak¹,

Nasri²

2019

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Exploring the impact of an intervention on pre‐service science teachers' attitudes and beliefs about gender and sexual diversity‐inclusive science teaching

Wright,

Delgado,

Mendoza

2024

J Res Sci Teach

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Exploring how science teacher education programs can prepare science teachers to support gender and sexually diverse students remains an important area for research. A 5‐week intervention was designed for pre‐service science teachers' (PSSTs), addressing gender and sexual diversity (GSD). The effects of the intervention on PSSTs' attitudes and beliefs about GSD‐inclusive science teaching (GSDST) were explored using a multiple case study research design. In addition, the design elements of the intervention that were perceived as most significant were identified. Our results showed that the PSSTs were mostly supportive of measures indicative of GSDST prior to the intervention, and there was an overall trend in favor of GSDST with small effect sizes after the intervention, which did not reach statistical significance. Using thematic analysis, three themes were identified to characterize how their attitudes and beliefs changed throughout the intervention: GSDST is perceived as important for student safety; an “add LGBT and stir” approach to GSDST; and uncertainty of GSD language. Five design features of the intervention that were perceived as most impactful were group dialog; coherence to Ambitious Science Teaching; GSD terminology; knowledge of intersex, hormones, and lesbian, gay, bisexual, transgender, and queer scientists; and relevant case studies. The findings contribute to understanding how science teacher education programs can impact PSSTs' attitudes, beliefs, and intended enactment of GSDST consistent, with recent calls for GSD equity in science education.

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Factors predicting teachers' implementation of inquiry‐based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective

Ogegbo,

Ramnarain,

Krajcik

2024

J Res Sci Teach

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Inquiry‐Based Teaching Practice (IBTP) is an essential component of science education, and promoting its implementation is at the heart of various reform efforts. Even though science teachers regard IBTP as an essential pedagogical method, they rarely use it for various reasons. This study utilizes Bronfenbrenner's ecological framework to examine potential factors at various levels of the educational ecosystem that predict the implementation of inquiry‐based teaching practices among Grade 9 science teachers in South Africa. To this end, quantitative data from 537 educators who participated in the Trends in International Mathematics and Science Study (TIMSS) 2019 national assessment were utilized. Data were analyzed using descriptive statistics, Pearson correlation, and hierarchical multiple regression analysis. Results revealed that four variables at different socioeconomic levels were perceived to strongly predict teachers' implementation of inquiry teaching practices. These factors include teachers' job satisfaction, instructional resource shortage, and teachers' perception of the significance of various assessment strategies at the mesosystem level as well as teachers' participation in professional development at the exosystem level. Significant correlations exist between some of the predictive variables. Implications for policy are discussed.

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Teacher beliefs and attitudes about inquiry-based learning in a rural school district in South Africa

Cited by 74 publications

References 24 publications

Systematic Review: The Impact of Pedagogy on Equity in Science Education in Rural Schools

Systematic Review: The Impact of Pedagogy on Equity in Science Education in Rural Schools

Exploring the impact of an intervention on pre‐service science teachers' attitudes and beliefs about gender and sexual diversity‐inclusive science teaching

Factors predicting teachers' implementation of inquiry‐based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective

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