Abstract
Abstract : The use of practical work in the teaching and learning of science has become a common practice globally. Despite calls from the Namibian National Curriculum for Basic Education for incorporating practical work during teaching and learning science, teachers in Oshikoto Region resort to conducting practical demonstrations due to contextual factors. In this study, the researcher investigated Namibian Physical Science teachers’ pedagogical orientations in orchestrating Grade 8 Chemistry demonstrations. The study is underpinned by the pedagogical content knowledge (PCK) as a theoretical framework and pedagogical orientation. This study followed a sequential explanatory mixed methods approach. Phase 1 involved gathering quantitative data by means of a questionnaire survey that was administered to 87 Grade 8 Physical Science teachers from Oshikoto Region in Namibia. The questionnaire used in this study was adapted from an online survey in the United Kingdom administered by Durham University called “Practical Work in Science – Science Teachers Survey”. Phase 2 involved collecting qualitative data by means of class observations and semi-structured interviews of the teachers who opted for teacher-orchestrated demonstrations from phase 1. Quantitative data were analysed by means of the IBM Statistical Package for Social Sciences 25, for percentages and graphs. Data obtained from classroom observations and interviews were transcribed and coded using ATLAS.ti 7. The findings from this study revealed that a majority of teachers in Oshikoto Region exhibited a preference for teacher-orchestrated demonstrations rather than entrusting practical activities to learners. This resulted from the existence and influence of contextual factors that teachers in Namibia experience such as lack of resources to conduct practical work, insufficient time allocated for practical lessons and the issue of large class sizes. It would therefore appear from the results of this study that teacher-orchestrated vii demonstrations are regarded, in the Oshikoto Region, as being the most effective forms of practical work by which learners can derive learning benefits such as acquiring an understanding of science concepts, developing practical skills and developing an interest in science. The researcher proposed a typology or classification of Chemistry teacherorchestrated demonstrations which comprised the interactive and non-interactive approaches. Based on the findings of this study, the researcher recommends that the Ministry of Education relook at the issue of science resource provision, that is laboratories, especially at rural schools, and the consideration of allocating adequate time to science subjects so that teachers can facilitate and incorporate practical work in their teaching. It is further recommended that teachers should be encouraged to improvise and use readily available and low-cost materials to engage learners in practical work instead of waiting for traditional laboratory resources to teach with practical work. There is also a need to engage Physical Science teachers in continuous professional development programmes to capacitate and improve their pedagogical practice. The implications of these findings for Chemistry practical work in Namibia are discussed.
M.Ed. (Science Education)