Abstract
Ph.D.
The purpose of this study was to explore teachers’ knowledge and understanding of their learners’ socio-cultural practices, experiences and beliefs (contextual knowledge, or CK) and how they use the knowledge to provide situationally appropriate learning experiences for their learners. Specifically, highlighting the role of CK in pedagogical content knowledge (PCK), the study unpacked the interplay of four knowledge domains, which are subject-matter knowledge (SMK), pedagogical knowledge (PK), teachers’ orientations to science teaching and CK as they are transformed into PCK. The overarching research question was: How does CK influence the PCK of selected Grade 9 Natural Sciences teachers at township schools in South Africa? The study employed social constructivism as a theoretical framework as CK is an important factor in the contemporary teaching perspective of social constructivism.
The study adopted a qualitative case study approach and involved three Natural Sciences (NS) teachers from three different township schools as participants. Data sources included interviews done before lessons, lesson observations, interviews done after the lessons and analysis of documents. Data analysis involved a constant comparative method which allowed themes and patterns to emerge from the codes derived from the data.
In answering the first research sub-question: what do Grade 9 NS teachers know about learners’ socio-cultural practices and beliefs in relation to teaching topics in Natural Sciences?, the findings revealed that teachers were aware of the learners’ poor socioeconomic backgrounds which they used as a resource in problem-based learning of NS. This teaching and learning strategy engaged learners in deep rather than surface learning as it enhanced learning experiences. Teachers were also knowledgeable about learners’ socio-cultural practices, experiences and beliefs which they used to harmonise the conflict between learners’ worldviews and scientific knowledge...