The Extent to Which Teachers of Science Subjects Use Virtual Scientific Laboratories during Corona Virus Pandemic: The Reality & Hope

Abstract

To cite this article: Alebous, T.M. (2021). The extent to which teachers of science subjects use virtual scientific laboratories during corona virus pandemic: the reality & hope.

Teaching Challenges In The Senior Phase Natural Sciences Classroom in South African schools

“…This means that teachers without appropriate knowledge of science might find it difficult to use various methods of instruction and resources available at school to assist in the implementation of science curriculum. Alebous (2021) report that some of primary teachers hesitate to teach science because of limited subject matter knowledge (SMK) and pedagogical content knowledge (PCK) of science. Noble (2016) reported that primary schools teachers are teaching Natural Sciences though they lack confidence on the subject.…”

“…Adeniran (2020) states that shortage of resources including textbooks, physical infrastructure and laboratory equipment can hinder learners' interest in the subject and also resulted in learners' poor performance. Alebous (2021) reports that teacher find it difficult to teach science in a school that is not well resourced and also lack laboratories. Shortage of resources can also limit written work because teachers cannot give learners home activities as the learners do not have or they are sharing textbooks (Mupa and Chinooneka, 2015).…”

“…Adeniran (2020) reported that learners had not been provided with sufficient textbooks and that some textbooks were of dubious quality. However, Alebous, (2021) indicates that teachers always mention lack of equipment, insufficient time and big classes as reasons for not conducting practical activities at their schools.…”

“…Furthermore Juhji & Nuangchalerm (2020) indicated that it is importance for learners to conduct investigations and arrive at conclusions through observation. Alebous, (2021) emphasises the important of sufficient resources by reporting that observations and experimentation activities are essential in teaching and learning of science. Juhji & Nuangchalerm (2020) states that teachers with inadequate resources are encourage to source alternative resources in order to implement scientific investigation and develop problem solving skills to their learners.…”

“…This means that the methods and resources the teachers decide to employ should be related to the content to be taught so that learners can achieve the desire knowledge and skills. Alebous, (2021) suggested that science should be made practical so that the learners may relate it to their daily situations. Moreover, Alebous, (2021) also recommended that there must be regular seminars to equip the teachers with diverse methods of teaching.…”