The influence of Practical Work in the teaching and learning of acids, bases and neutrals in Natural Sciences
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Date
2017
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Publisher
University of the Western Cape
Abstract
The purpose of this study was to determine the influence of practical work in the
teaching and learning of acids, bases and neutrals, a section of the senior phase
Natural Science curriculum. In regional meetings of science teachers, many teachers
indicated that learners that proceed from the senior phase to the FET band have
limited knowledge of science procedures, equipment and science practicals. This
study takes cognisance of this dilemma highlighted by teachers and attempts to
address some of the concerns raised. Three schools were purposively chosen from
the same district. The sample included one class from each school. The class was
taught a practical lesson in the form of collaborative teaching by the teacher, Science
Centre facilitators and the researcher. A mixed method approach was used and it
allowed for diverse instruments to ensure validity and reliability. Constructivism is the
theoretical framework used to underpin the study. Other theories such as
Pedagogical Content Knowledge (PCK) also impacted on the outcomes of this study.
The findings indicated that practical work improved the results of learners and
enhanced the teaching of acids, bases and neutrals. Practical work also engaged
more learners even the passive ones. The key recommendation is for consistency in
the practical approach to science teaching, greater emphasis on the role of practical
work and the implementation of - as far as possible - a hands-on approach to
science content. The study provided insights into the practical teaching of topics in
natural sciences and the extent to which this approach can be used to improve
learners' understanding of curriculum content.
Description
Magister Educationis - MEd (Mathematics and Science Education)