Implementation of Natural Sciences and Technology practical activities by novice and expert teachers

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dc.contributor.advisor Abrie, A.L. (Mia) en
dc.contributor.postgraduate Makhubele, Patricia en
dc.date.accessioned 2017-06-08T13:07:03Z
dc.date.available 2017-06-08T13:07:03Z
dc.date.created 2017-05-04 en
dc.date.issued 2017 en
dc.description Dissertation (MEd)--University of Pretoria, 2017. en
dc.description.abstract The importance of practical activities has been outlined in many articles and research studies. This study presents the way in which two novice and two expert teachers conduct practical activities in their intermediate phase in Natural Sciences and Technology (NST) classrooms and the challenges they face. This study was conducted in primary schools because researchers such as Mihret (2014, p.2) believe that "primary level science education is a cornerstone to lay a foundation to get young citizens interested in science". This study utilised a qualitative case study approach. The data was collected through classroom observations, open ended interviews and document analysis. The population of this study consisted of primary school teachers teaching Natural Sciences and Technology. The participants included two novice teachers and two expert teachers. The conceptual framework that guided this study emerged from the literature review. The conceptual framework of this study was based on concept of practical activity and the four pillared cognitive design framework. The findings of this study indicated that the way that novice and expert teachers conduct practical activities differ and they face different challenges when conducting practical activities. Novice teachers conduct teacher centred activities, they do not allow their learners to conduct independent practical activities, they use practical activities as a way to remind learners of the work done in the classroom and they mostly use previously developed worksheets during practical lessons. Expert teachers on the other hand conduct learner centred practical activities, they allow their learners to work independently and they do not always use worksheets in their practical activities. The findings also indicated that novice teachers face more challenges in their practical lessons than expert teachers. Novice teachers find it difficult to manage their learners' behaviour during practical lessons, they did not have confidence in their learners and they did not have effective disciplinary strategies. However, both novice and expert teachers had a challenge managing their time during their practical lessons. en_ZA
dc.description.availability Unrestricted en
dc.description.degree MEd en
dc.description.department Science, Mathematics and Technology Education en
dc.identifier.citation Makhubele, P 2017, Implementation of Natural Sciences and Technology practical activities by novice and expert teachers, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/60956> en
dc.identifier.other A2017 en
dc.identifier.uri http://hdl.handle.net/2263/60956
dc.language.iso en en
dc.publisher University of Pretoria en
dc.rights © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. en
dc.subject UCTD en
dc.subject Novice teachers en
dc.subject Natural Sciences and Technology en
dc.subject Practical activity challenges en
dc.subject Intermediate Phase en
dc.title Implementation of Natural Sciences and Technology practical activities by novice and expert teachers en_ZA
dc.type Dissertation en


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