Exploring the role of teachers in facilitating science practical work: from traditional to virtual laboratory
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Date
2025
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University of the Western Cape
Abstract
For many centuries, the value of practical work has been a fundamental component of science education. This is supported by case studies performed by Isozaki (2017) on laboratory work between 1880 and 1930. The first aim of the Curriculum Assessment Policy Statement (CAPS) on Senior Phase Natural Sciences requires learners to do science which means learners must learn science process skills such as planning and implementing simple investigations (DBE, 2011). CAPS further calls on teacher to make all provisions for learners to learn science process skills, but the challenge is explicitly stated by the National Education Infrastructure Management System (2022) report which refers to the fact that 20% of the South African public schools don’t have laboratory infrastructure. Therefore, virtual practical work is an option worth exploring for the purposes of this study and according to Radhamani et al. (2014), virtual practical work offers a cost-effective and safest method of conducting practical work. Social Constructivism and Technological Pedagogical Content Knowledge (TPACK) are the theoretical frameworks drawn that underpins this study. These theories were used to illuminate the teacher’s ability to conduct practical work within contexts that require the facilitation of practical work and how intrinsic and extrinsic factors, combined with the teachers’ own agency, can guide the integration of technology to facilitate practical work within a virtual learning environment. It is for this reason that the study’s aim is to explore the role of teachers in facilitating practical work, looking at the transition from traditional to virtual. A research design acts as a conceptual blueprint in which specific sets of protocols and techniques outlines how data is gathered and examined (Creswell, 2014). This study used a qualitative approach. In this study the population was drawn from six teachers in four primary schools and 35 learners located in the Ekurhuleni North District, Gauteng Province, and were selected due to the dynamism of their programme of conducting practical work both traditionally and virtually. Non-participant observations of teachers at the schools, focus groups with learners, and semi-structured interviews with school teachers were all used to collect data for the purpose of this study. A qualitative approach was used to analyse the data. The findings and recommendations of the study were shared with the schools concerned in order to contribute towards practices that will assist the teachers in integrating technology so that virtual learning can be experienced by both teachers and learners.
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Keywords
Practical work, Virtual learning environment, Natural Sciences Curriculum, Senior Phase Natural Science, Technological Pedagogical Content Knowledge