Abstract
The development of meaningful conceptual understanding in science teaching and learning is a key ingredient required for the development of scientifically literate citizenry. The use of improvised resources to demystify the complexity of scientific phenomena is of crucial significance. In recognition of this crucial imperative, the study explored the pedagogical affordances associated with the use of improvised resources in Physical Sciences classrooms at a selected South African township school. The study adopted a case study design located within the interpretive research paradigm. Data was collected through semi-structured interviews and lesson observations involving three purposively selected Physical Sciences teachers. The study demonstrated that the use of improvised resources promotes active learner participation, sustained intellectual engagement in the teaching and learning activity, enhancement of teachers’ pedagogical content knowledge, development of learners’ reflective and cognitive skills as well as the provision of meaningful opportunities for collaborative learning and development of meaningful conceptual understanding. Key findings of the study have profound implications for pedagogic innovation within the broader South African educational context.