The study was carried out to investigate how teachers integrate practical tasks at school level. The main aim was to explore the manner in which the teachers who participated in this study assisted the learners to develop 21st century scientific skills through the teaching of Natural Sciences in Grade 7 classes. The study was conducted in three districts of the Department of Education in the Limpopo Province. The study was qualitative in nature and used a case study research design. The techniques used to collect data included document analysis, lesson observations, semi-structured interviews and the researcher’s diary. Furthermore, the study used content analysis to analyse the data. Literature was reviewed and underpinned by the Profile of Implementation, which served as the theoretical framework of the study.
These two sources of information contributed greatly to the final establishment of realities concerning the way these teachers attempted to develop skills in the learners. The findings of the study were interpreted based on the reviewed literature and the theoretical framework. Conclusions emerged that the teachers in this study integrated practical tasks in a traditional manner rather than using 21st century approaches in many cases. The most affected areas included practical lesson preparation, and presentation and assessment. In many cases, the teachers handled and used apparatus while the learners observed the unfolding events. Additionally, inadequate amounts of time allocated for the teaching of Natural Sciences, coupled with a lack of appropriate resources are some of the factors which disadvantaged the majority of the learners in this study from developing the potential to implement Science in real-life situations.