- Title
- Attitude of physical sciences teachers towards the role of formal assessment of practical work: a case study in Buffalo City metropolitan district in the Eastern Cape
- Creator
- Mzinyane, Lindiwe
- Subject
- Physical sciences -- Study and teaching
- Subject
- Life sciences -- Study and teaching
- Subject
- Science -- Study and teaching -- South Africa
- Date Issued
- 2024-04
- Date
- 2024-04
- Type
- Master's theses
- Type
- text
- Identifier
- http://hdl.handle.net/10948/64016
- Identifier
- vital:73639
- Description
- The Curriculum and Assessment Policy Statement (CAPS) for Physical sciences in South African states that learners should carryout formal experiments Formal experiments contribute immensely to the development of laboratory skills and scientific knowledge, as well as understanding science concepts and theories. However, research shows that many teachers do not support and/or guide learners in formal experiments. The aim of this study was to explore and understand the attitude of Grade 11 Physical sciences teachers in Buffalo City Metropolitan District (BCM), in the Eastern Cape province regarding formal experiments. The TALIS framework was used to unpack teachers’ perceptions and understanding of formal experiments and related practical activities. A qualitative approach within the interpretative paradigm was employed in which an open-ended questionnaire and face to face interviews were conducted as data collection tools. The sample comprised ten participants (4 males and 6 females) of ages ranging from 20 to 54 years The data collection process involved three phases that included a pre-intervention questionnaire, an intervention workshop and post intervention face to face interview. Most of the participants 7(70%) confirmed that they did not carry out all formal experiments as prescribed in the CAPS document. The results revealed that most teachers do not understand the purpose of practical work and /or formal experiments, which is a possible explanation for the negative attitude towards the formal experiments teachers hold. The study also revealed that some participants 4(40%) did not understand the link between science pedagogy and the nature of science. It was discovered from the results that negative attitude towards formal experiments was due to lack of resources, lack of knowledge to guide learners to carry out the experiments, lack of time, and overcrowded classes.
- Description
- Thesis (MEd) -- Faculty of Education, School of Postgraduate Education, 2024
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (135 pages)
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela University
- Rights
- All Rights Reserved
- Rights
- Open Access
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Collections
NMU School for Education Research and Engagement
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Mzinyane, LV.pdf | 1 MB | Adobe Acrobat PDF | View Details Download |