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.
classroom practice teaching challenges natural sciences senior phase
Birincil Dil | İngilizce |
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Konular | Alan Eğitimleri |
Bölüm | Sustainability of Education |
Yazarlar | |
Yayımlanma Tarihi | 15 Aralık 2021 |
Yayımlandığı Sayı | Yıl 2021 Cilt: 9 Sayı: 4 |
By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.