THE USE OF IMPROVISED RESOURCES IN SCIENCE CLASSROOMS IN SOUTH AFRICAN TOWNSHIP SCHOOLS
Domaine:
educationType de record:
paper
Créateur:
Sam
Éditeur:
inS
Hôte:
"A considerable number of schools in South Africa are under-resourced and this dilemma poses formidable instructional challenges which stifle teachers’ ability to foster meaningful teaching and learning in science classrooms. There is a critical need to circumvent general lack of resources in township schools by harnessing pedagogical affordances of improvised resources. In response to this key strategic imperative, the study examined the use of improvised resources in science classrooms in South African township schools. The study adopted a generic qualitative design and involved purposively selected science teachers from South African township schools as participants. Qualitative data was collected through semi-structured interviews and classroom observations. Key findings demonstrated that the use of improvised resources is central to coherent development of scientific literacy and sustainable inculcation of requisite scientific skills in science classrooms. Theoretical implications for pedagogic innovation are discussed."
Similaires
Obstacles to the Utilisation of Psychological Resources in a South African Township CommunityNew Norms and Forms of Participation in Rural South African Science ClassroomsThe Efficacy of Translanguaging in Selected South African Mathematics and Science Intermediate Phase ClassroomsUnderstanding the influence of intrinsic and extrinsic factors on inquiry‐based science education at township schools in South AfricaBringing the Science of Learning and Development Into the South African SchoolsArguments For and Against the Use of Indigenous African Languages in South African Schools