Abstract
M.Ed.
The goal of this research study was to provide psycho-educational guidelines
that will facilitate a positive experience of physical science for grade 10 learners.
The stakeholders in this research study were grade 10 physical science learners
and grade 10 physical science educators.
A positive experience of physical science is important for various reasons. One
reason is that there is a declining interest in learners pursuing scientific careers
(Lepkowska, 1996:33). The main reason for this is that learners do not feel they
are able to master the subject. They often do not understand what they are
being taught in class and how it is applicable to their lives. Learners therefore
experience a “love/hate” relationship with the subject – when they do well in the
subject they like it and when they achieve poorly, they hate it. This complex
relationship is often misunderstood by physical science educators. Educators
often do not realise how they can change learners’ experience of the subject. It
was one of the main aims of this research study to provide educators with
practical guidelines on how to facilitate a positive experience of physical science.
Three main themes were identified during the research:
1. Grade 10 learners’ experience of physical science is related to the
psychosocial characteristics of the learner and his/her interaction with the
environment.
2. Grade 10 learners’ experience of physical science is related to the method
of instruction or the teaching method thereof in the classroom.
3. Grade 10 learners’ experience of physical science is related to the
educators’ attitude, words and actions towards learners during the
teaching of physical science.These three themes can be further substantiated by the following categories:
• The feedback loop between the learners’ ability to understand
physical science and their self-image in the presence of other
learners.
• Learners experience a love-hate relationship with physical science
influenced by their ability to understand the subject.
• Implementing practical activities such as experiments, practical
assignments and attending science outings makes the subject
more interesting, fun and able to understand.
• Group activities in learning about physical science adds to the
experience of it being fun and enable learners to learn more about
others.
• Physical science taught by relating its meaning in the learners "real
life" is more interesting and easier to understand.
• A context created where learners feel "comfortable with the
teacher" promotes the approachability of the educator.
• Disrespectful practices demonstrated by educators, lead to a
negative experience of physical science.
• Educators verbalising work pressure and showing stress related to
the teaching of physical science increase the pressure and stress
learners experience about the subject.
Recommendations that could assist learners’ achievement in physical science
should focus on facilitating a positive experience of the subject. It should takethe themes and categories of this study into consideration. Some important
recommendations are:
• Further research is required to find appropriate ways to enable educators
and curriculum designers to successfully build systematic understanding
of science through everyday knowledge and interests of learners.
• The current physical science curriculum is national or universal but it
should be locally defined. The curriculum should respond to local
interests and needs. Science education will then be of immediate use to
the learners and promote concept development that is more effective. It
will also result in greater achievement of “critical outcomes” like problem
solving, critical thinking, application of knowledge and teamwork.
• Further research is needed to explain the negative correlation between
learners’ attitude and perceptions towards physical science and their
achievement in the subject.
• The context of the physical science classroom has to be investigated to
identify what the nature and style of teaching and activities are that
engage learners in physical science.
• More research is needed to examine instructional strategies in the
classroom for improving all learners’ experience of physical science and
achievement in science.
The researcher experienced the research as very fulfilling and challenging. She
realised that there are numerous possibilities within the physical science
classroom where educators can influence their learners’ achievement.