Abstract
Abstract : The purpose of this study was to capture, portray and develop the pedagogical practice of Physical Sciences teachers in inquiry-based teaching using an empowerment evaluation approach. This mixed methods design study is a multiple case study in inquiry-based teaching of three Physical Sciences teachers in South Africa. This research intended to help answer the question: How can an empowerment evaluation approach influence and shift the practice of Physical Sciences teachers towards an inquiry-based pedagogy? The objectives of the study were: (a) to establish the current pedagogical practice of South African Physical Sciences teachers in inquiry-based teaching, (b) to determine the challenges experienced by Physical Sciences teachers in implementing an inquiry-based teaching approach, and (c) to examine shifts in the pedagogical practices of Physical Sciences teachers in inquiry-based teaching using an empowerment evaluation approach. The data collection methods were semi-structured interviews, classroom observations and the Pedagogy of Science Teaching Test - Physical Sciences (POSTT-PS) instrument. Baseline results from the first phase of the study revealed that teachers in township schools practiced predominantly structured investigations when doing practical work. Another finding in this phase was that teachers prioritize the data collection phase in inquiry over other stages during their inquiry-based teaching. The research revealed that inquiry-based teaching in township schools is hampered by a lack of resources, unprepared learners, insufficient time and the pressure of summative assessments. The teachers were eager to shift their pedagogical practice to that of inquiry. In phases two and three, an empowerment evaluation approach was applied to support teachers in shifting their practices towards inquiry-based teaching. Empowerment evaluation is the use of evaluation concepts, techniques, and findings to foster improvement and self-determination (Fetterman, 2001:3). It focuses on helping people help themselves and improve through self-evaluation and reflection. The use of self-evaluation as a means of assisting teachers to improve their pedagogical practices provides a non-threatening environment for reflection and experimentation. Empowerment evaluation allows the participating teachers to craft a solution to their local challenges. Over a longitudinal period, the study revealed shifts in each of the following teacher practices:..
Ph.D. (Education)