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

Year 2021, , 299 - 315, 15.12.2021

Awelani V Mudau , Ndivhuwo Netshivhumbe

https://doi.org/10.17478/jegys.988313

Cited By: 3

Abstract

This paper investigated some of the teaching challenges Senior Phase Natural Sciences teachers’ experiences during their classroom practices in some of the rural schools positioned in the Vhembe District, Limpopo Province of South Africa. It was an interpretative qualitative study wherein two Senior Phase Natural Sciences teachers participated in the study. The data of the study was obtained through individual interviews with teachers as well as lesson observations. The findings show numerous challenges in the teaching of Natural Sciences including lack of required facilities and resources. Additionally, the study also reports challenges of lack of parental support, background of learners as well as language of teaching and learning. Consequently, this has impacts on teacher ability to implement Natural Sciences curriculum. Moreover, the findings also show that some of teachers available at schools used teaching experiences to teach Natural Sciences content and are reluctant to use various methods of instruction. Therefore it is suggested that the above mentioned challenges in Natural Sciences teaching need to be addressed so that what is taught and learnt through Natural Sciences curriculum at school can be meaningful to both teachers and learners in their everyday lives.

Keywords

classroom practice, teaching challenges, natural sciences, senior phase

References

• reference 1 Kola, A.J. (2013). Importance of science education to national development and problems militating against its development. American Journal of Educational Research, 1(7): 225-229.
• reference 2 Makgato, M. and Mji, A. (2006). Factors associated with high school learners’ poor performance: A spotlight on mathematics and physical science. South African Journal of Education, 26(2): 253-266.