Analysis of teaching and learning of natural sciences and technology in selected Eastern Cape province primary schools, South Africa

Bongani Bantwini

Abstract


Analysis of teaching and learning of natural
sciences and technology in selected Eastern
Cape province primary schools, South
Africa
Bongani Bantwini

(Received 8 February 2016; accepted 26 April 2017)
Abstract
Great consensus exists that high-quality natural science teaching and learning at primary
school level is fundamental for learner success and advancement in life. This paper
discusses how natural science is taught and learnt in selected primary schools in the Eastern
Cape Province, South Africa. Data was collected through 22 classroom observations during
a science lesson and 55 responses to a questionnaire. Findings reveal that: teaching in most
classrooms used non-stimulating pedagogical approaches that lacked practical activities that
promote deeper learning of science content and develop learner’s inquiry abilities; the
classroom environment was impoverished for science teaching and learning. I argue and
conclude that science teaching and learning in these schools requires attention as it hardly
aligns with the Curriculum Assessment Policy Statement requirements in South Africa.
Moreover, there is a need for stimulating classroom approaches that attract and inspire
young learners to pursue science learning at high school and tertiary level.

Keywords


Natural Science; primary school

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Journal of Education