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dc.contributor.advisor Kibirige, I. Maponya, Mokholwana David 2019-03-26T12:04:28Z 2019-03-26T12:04:28Z 2018
dc.description Thesis ((M.Ed. (Science Education)) -- University of Limpopo, 2018 en_US
dc.description.abstract The new curriculum introduced in the Further Education and Training phase has had a great impact on the teaching and learning of Physical Sciences in the classrooms. The policy documents for Physical Sciences emphasis that practical work to be integrated with the teaching of Science. However, much remains desired on how teachers use their Pedagogical Content Knowledge (PCK) to conduct practical work in their classrooms. This study explored teachers’ perceptions of practical work in the context of the Curriculum Assessment Policy Statement. PCK was used as the theoretical framelens to understand teachers’ perceptions of practical work. Data in the study were collected through interviews and observations from four Grade 11 teachers. It was also collected by scrutinising teachers’ portfolios. Observations were used to discover the teachers’ actual classroom conduct of practical work. The sample of the study was drawn from Mankweng Circuit, in the Limpopo province. The findings of the study revealed that teachers conduct demonstrations which were structured and inquiry based practical work was not conducted. It was also found that they conduct practical work for promotional marks only. Furthermore, it was revealed that teachers appreciate the value of practical work in the teaching and learning of Physical Sciences but lack of resources and time constraints hinder them from conducting good practical work. It was also found that teachers do not have practical work lesson plans in their portfolios except those for reporting. However, apparatus in some instances were limiting teachers to conduct good practical work. Large classes, lack of time table for practical work and pressure to complete the curriculum were also mentioned by the teachers as limitations. It is recommended that subject specialists should help in developing teachers’ knowledge to conduct inquiry based practical work. en_US
dc.format.extent xi, 112 leaves en_US
dc.language.iso en en_US
dc.relation.requires Adobe Acrobat Reader en_US
dc.subject Physical science en_US
dc.subject Practical work en_US
dc.subject Teaching en_US
dc.subject New curriculum en_US
dc.subject Learning en_US
dc.subject.lcsh Physics -- Study and teaching (Secondary) en_US
dc.subject.lcsh Physical sciences -- Study and teaching en_US
dc.subject.lcsh Science -- Experiments en_US
dc.title Exploring grade 11 physical sciences teachers' perceptions of practical work en_US
dc.type Thesis en_US

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