The Analysis of Natural Science Lesson-Plans Integrating the Principles of Transformative Pedagogy

Abstract

This paper investigated how graduating Natural Science pre-service teachers were able to integrate the principles of Transformative Pedagogy in their lesson-plan designs. The study draws on the theoretical tenets of Transformative Pedagogy, a form of pedagogy that combines social constructivism and critical theory, in order to teach for equity and equality. The study was qualitative in nature; it and made use of a documentary analytical method to respond to the primary research question: how do graduating Natural Science pre-service teachers integrate the principles of Transformative Pedagogy in their lesson-plan designs? To respond to this primary research question, descriptive text that derived from the purposely selected sample of lesson-plan designs of the pre-service teachers was analysed. An analysis of the three-lesson plan designs revealed that the principles of Transformative Pedagogy, namely the “prompting of learners’ critical consciousness about social issues”, “the existence of open-dialogue amongst learners” and “learners’ engagement in educational collaborative practices” were thoughtfully considered and integrated within the lesson-plan designs. Based on the findings, this study holds a series of implications for future research in the scholarship of pre-service teacher development, especially in the field of science education. Given the ideals of Transformative Pedagogy, future research could focus on the capability of pre-service teachers to infuse the principles of Transformative Pedagogy in other science-related school subjects, such as Physical science and Chemistry teaching. Future research could also perhaps explore how pre-service teachers experience the integration of Transformative Pedagogy in their lessons.

Analysis of the Weaknesses of Hybrid Learning During the Pandemic: Case Study in Basic Natural Science (Bns) Lectures

“…Several studies have confirmed this. One of them is maximizing the function of pedagogy that combines social constructivism and critical theory in learning (Botes & Barnett, 2022). In the PGSD Study Program, the effectiveness of the RPS, especially in science learning, can be observed from student learning achievements in science courses (Syazali & Umar, 2022).…”