New Perspectives in Science Education

There has been a great consensus regarding the complexity of teaching and learning and the need for research that reflects that complexity. The issue of teaching and learning in schools has become a key priority for the South African government. In its strategic plan 2011-2014, the Department of Basic Education (2011) identifies strengthening of the quality of learning and learner achievement as one of its key priorities. They assert that the focus of all the education and quality improvement strategies is the learner and the quality of learning attained for effective and lifelong growth, development and well-being. In addition, the Department of Basic Education note this focus as guiding their thinking regarding what has to be done to ensure the creation of an enabling environment for effective teaching and learning so that all citizens are empowered to participate effectively in society and the economy.

This paper explores and discusses whether the teaching and learning of science education in South African (SA) primary schools is meeting the set goals and desired standards? Literature indicates that effective primary school teaching of science education develops a sound foundation that helps to prepare and provide young learners with rich understanding of the key scientific concepts and develop more curiosity for science. Effective science teaching embraces knowledge and science processes and practices and provides multiple opportunities for learners to use these processes and apply them across many experiences (Chalufour, 2010). Nonetheless, lack of this fundamental teaching and learning is likely to leave students with knowledge gaps and science misconceptions that later are very difficult to correct.

The reported study was undertaken in various school districts in the Eastern Cape Province in South Africa. Data was collected through semi-structured interviews conducted with both teachers and school district science subject advisors, classroom observation undertaken from grades 5-7 and questionnaires that were completed by the teachers. The coding and analysis of the qualitative data followed an iterative approach as suggested by Miles and Huberman (1984), whereas the quantitative data was imported into the SPSS program and statistical analysis conducted.

The study findings reveal that the primary school teaching and learning of science education is hardly meeting the desired standards. Among the contributing factors is the non-stimulating pedagogical approaches employed by many teachers, teachers subject content understanding and the unconducive teaching and learning environment. The paper argues that teaching and learning of science in many primary schools requires urgent attention as it is uninteresting and lacks mental stimulation necessary to encourage young learners to pursue science in their further studies. In conclusion, the study presents implications for both the pre-service teacher learning and in-service professional development of teachers.