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

2021 ◽  
Vol 9 (4) ◽  
pp. 299-315
Awelani V MUDAU ◽  
2014 ◽  
Vol 4 (2) ◽  
pp. 22 ◽  
Lucy Sibanda

This paper, deriving from a larger study, evaluates the readability of two Grade 4 natural sciences textbooks used by learners who speak English as an additional language in two South African schools. The study is set within the context of the reading-related transitional challenges faced by English second language learners when they move from the foundation phase to the intermediate phase. Text readability is critical for educational achievement during this transition. The case study was conducted by means of a qualitative content analysis of factors that are not accommodated in the readability formulae which were used to investigate the textbooks. While the findings from the two instruments were ambivalent for Book 1, with the content analysis showing the book to be largely readable, but the readability calculator indicating it to be beyond the learners’ reading level, both instruments indicated poor readability for Book 2. The study recommends a close consideration of text readability by both authors and teachers.

Literator ◽  
2017 ◽  
Vol 38 (1) ◽  
Dianne Shober

The global challenges of environmental devastation and gender-based injustice require a multifocal approach in appropriating effective solutions. While acknowledging the effectual endeavours initiated through the social and natural sciences to counteract these areas of degradation, this paper offers another field of potential mediation: ecofeminist literary criticism. Through its interrogation of selected works by the black South African writer, Sindiwe Magona, it seeks to reveal the value of literature as a tool to counteract destructive political and patriarchal rhetorical paradigms, which have served to oppress nature and women and, through ecofeminist discourse, mitigate lasting global change.

Sam Ramaila ◽  

This study examined technology integration in Natural Sciences teaching and learning in South African township schools. A mixed method approach was adopted as part of an exploratory descriptive survey design. Data was collected through semi-structured interviews, classroom observations as well as administration of open-ended survey questionnaire. The study involved purposively selected grade 9 Natural Sciences teachers and learners as participants. The empirical investigation is underpinned by technological pedagogical content knowledge (TPACK) as the underlying theoretical framework. The participants demonstrated a positive disposition about technology integration in Natural Sciences teaching and learning. In particular, technology integration was perceived to provide opportunities for the enhancement of meaningful Natural Sciences teaching and learning in township schools. Digital resources were largely viewed as essential educational tools that can be deployed to demystify abstract scientific concepts with a view to enhance scientific literacy. Theoretical implications for technology-enhanced teaching and learning are discussed.

2018 ◽  
Vol 48 (2) ◽  
pp. 231-247
Cynthia B Malinga ◽  
Loyiso C Jita

To date, little research has been conducted on subject leadership by primary and/or junior secondary school heads of department (HODs). Unlike their senior secondary school counterparts, South African science HODs have the more complex task of leading in the multidisciplinary context of natural sciences (NS 1 ). Such leadership comes in addition to the complications of role ambiguity, limited time and authority that are inherent in the HOD position. Using interviews and 360° multi-rater by four teachers and subject meeting observations, data were transcribed and categorised into themes that describe the instructional leadership practices of three NS HODs in South Africa. This paper is part of a more comprehensive PhD study. It suggests that providing leadership for NS teaching is more complex in practice than has been reported to date. In the context of increasing focus on accountability and national testing, the unintended consequence has been the neglect of the junior secondary NS teachers by the HODs. Furthermore, the data suggest that the HODs tend to limit their attention to areas of their own specialisation. The paper concludes with a conceptual framework that provides guidance for improving instructional leadership by the HODs in such multidisciplinary contexts, especially for the junior secondary school levels. It also recommends the restructuring of the conglomerate departments to make them more effective.

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