“There is a worksheet to be followed”: A case study of a science teacher's use of learning support texts for practical work

Abstract

Drawing on the notion of the 'didactical transposition' of curriculum texts, this paper takes a critical look at why one science teacher still persists with a traditional teacher-centred approach towards practical work. It flows from a multi-case study on the instructional decision-making of Grade 9 Natural Science teachers currently implementing the new outcomes-based Curriculum 2005 in South Africa. Data were collected through classroom observations, prelesson and post-lesson interviews, video-stimulated recall sessions as well as content analysis of various artefacts. The paper describes how and explains why the respondent uses the Learner Support Material (LSM) in a rather mechanical manner to shape practical work for his learners.

Using multimedia questionnaires to study influences on the decisions mathematics teachers make in instructional situations

“…Skott's (2004) description of how curriculum standards can operate as a set of demands or obligations on teachers-rather than allowing for their pedagogical autonomy-suggests that curricular demands have the potential to interact with teachers' decisions given particular contexts. Similarly, Stoffels (2005) used a case study to argue that the decision-making of science teachers in South Africa could "at best be described as limited and passive" (Stoffels, 2005, p. 539) due to increased institutional demands.…”

“Practical Work as It Says Practical is Something Students do by Themselves…”

“…Stoffels (2005) indicated that teachers need a boost in confidence for them to operate competently. The study has shown this need.…”

“…Having to cover many topics for the external examinations may have resulted in teachers resorting to demonstrations. Teacher M also indicated that disciplinary issues (Stoffels, 2005) also led him to conduct demonstrations. Teacher B indicated that not having a laboratory assistant stops him from conducting many practical work tasks.…”

“…Their approach was teacher-centred (Stoffels, 2005). According to an inquiry approach the activities have to be student-centred (Kask and Rannikmäe, 2006) and to develop problem-solving skills (Department of Education, 2007).…”

“…As such we became interested in finding out their ideas about practical work as well as how these ideas shaped the manner in which they conducted lessons in the classroom. Studies by Perkins-Gough (2007), Ottander and Grelsson (2006), Stoffels (2005) and Hodson (1990) show that teacher practice does have an impact on how practical work is conducted. In this study, therefore, we investigated teachers' ideas on practical work and how those ideas relate to their actual practice.…”