Shakespear M. Chiphambo

By Nomxolisi Mtsi, Shakespear M. Chiphambo and Nomaroma Kumanda

Assessment is an integral part of the learning and teaching. Trends in International Mathematics and Science report reveals that in South Africa, grade 9 has the worst science skills. The objective of the study is to explore if teachers can promote science learning through science content and practical assessment. The descriptive survey design was utilized in the study. The study was informed by Vygotsky’s social constructivism. Thirty out of sixty-seven schools were selected using simple random sampling. Cronbach’s alpha test was used to ascertain the scale reliability of the questionnaire. The findings revealed the following: Data illustrates how educators assess Science Learning. Responses were agreed, neutral, disagree, and no response. Align with cognitive domains 86.7%; Principles of assessment 77%; Investigations 66.7%; Simulation 63.3%; Debates 50%; each among these: Assignment, Experiments, and Examinations 40%; Problem Solving 37%; Projects 34%; Presentation 23%; Roleplay 17%; Tests 13.3%; and Quiz 7%. Regarding Neutral, data validates that teachers need support as well as those who disagreed they lack content knowledge regarding strategies of assessment. We recommend teachers to value assessment and implement different strategies of assessment so that students can be able to apply both theory and the practical.

Part of the book: Pedagogy

By Nomaroma Kumanda, Shakespear Chiphambo and Nomxolisi Mtsi

There are several challenges in teaching of concepts of Natural Sciences as a subject to isiXhosa speakers in primary schools in South Africa. This chapter explores the challenges of teaching Sciences Natural in English to isiXhosa speakers in the selected primary schools. The Bronfenbrenner’s ecological systems theory was utilised. A qualitative research methodology was employed supported by the case study design. A purposeful sampling technique was utilised to select five different primary schools. Qualitative data were collected through semi-structured interviews and analysed thematically. This study revealed that Natural Sciences teachers use code switching for students to understand the scientific concepts that seem difficult to comprehend in English as a foreign language. Natural Sciences teachers indicated that policy makers do not involve them when planning the curriculum. The study recommends: (i) the curriculum to make a provision for teachers to start their lessons with what students are familiar with, (ii) Natural Sciences teachers to be familiar with the theories of language development for them to link the language with learning and teaching of Natural Sciences concepts through professional development programmes and workshops, and (iii) the Department of Education to ensure that it adopts the mother tongue policy for teaching Natural Sciences.

Part of the book: Pedagogy

By Nomxolisi Mtsi, Shakespear M. Chiphambo and Nomaroma Kumanda

Case-based learning has become a teaching method that is commonly used by science teachers. The objective of the study is to explore how teachers implement case study as the teaching method that promotes critical thinking in science learning. The study was informed by Vygotsky’s social constructivism and Shulman’s pedagogical content knowledge. Both theories constructively align with the study since they emphasise that knowledge is produced through active engagement and the subject matter needs to be driven by using the relevant pedagogy. A mixed-method approach was employed in the study. Thirty out of sixty-seven schools were purposefully sampled to respond to the questionnaire and 10 out of 30 (one teacher from each of the schools) volunteered to participate in the semi-structured interviews. Data were analysed using both qualitative and quantitative approaches. Themes were used to analyse qualitative data, and descriptive statistics were used to analyse quantitative data. The findings revealed that most teachers use a case-based learning approach. However, some teachers indicated that the method consumes relatively more time and requires specific skills on the part of the teacher. Therefore, the study recommends that teachers need to collaborate with other science teachers as well as their science cluster leaders for information sharing.

Part of the book: Metacognition in Learning

By Nomaroma Kumanda, Shakespear Chiphambo and Nomxolisi Mtsi

This study investigates transformative learning experiences among second-year students pursuing a Bachelor of Education in the foundation phase, drawing on Mezirow’s Transformative Learning Theory. Transformative events can profoundly impact students, reshaping their perceptions of the world and self-concept. Collaborative learning and enhanced student engagement can result from these experiences. Employing interpretive research paradigm and qualitative case study design, this research interviewed 14 out of 86 second-year students, utilizing convenient sampling based on proximity. Face-to-face semi-structured interviews gathered data, which underwent content analysis and thematic categorization. The findings revealed significant social integration barriers hindering transformative learning at a South African university. The study recommends that the university allocate resources, equipment, and pre-service training to equip instructors with the skills necessary to address these challenges. This approach ensures that students are well-informed about the campus’s available amenities and how to access them. In conclusion, study underscores the potential for transformative learning experiences in the context of second-year students pursuing a Bachelor of Education in the foundation phase. By providing resources, training, and support, educational institutions can better facilitate the process of transformative learning, enriching students’ educational journeys and their ability to engage with the world in a profound and reflective manner.

Part of the book: Metacognition in Learning