Pedagogical Impediments Towards Promoting 21st Century Classrooms: Exploration of South African Science Curriculum Implementation in Five Secondary Schools (75732)

Session Information: Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Kgomotsego Brenda Samuel

Friday, 24 November 2023 15:35
Session: Session 4
Room: Room 704
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

This paper explores the pedagogical impediments encountered by South African Natural Sciences teachers when implementing curriculum (CAPS) for a 21st century classroom. This study was motivated by the uncertainties behind pedagogical practices relevant for promoting a 21st century classroom that persist. This paper focuses on the hindrances that hamper 21st century classroom practices with the aim of intervening. This study was guided by Vygotsky’s (1978) socio-constructivist theory which upholds collective construction of quality knowledge. As such, a teacher professional development intervention (PDI) was run to create a platform for knowledge construction and sharing. Data were generated through lesson observations, artefacts and a semi-structured interview with 5 Natural Sciences teachers (n=5) of one district purposively selected. These sets of data were triangulated to trace the pedagogical impediments that exist. Data gathered through lesson observations and interviews were thematically analysed using open, axial and selective coding (Strauss & Corbin, 1990). Artefacts were analysed using content analysis. The results indicated that indeed teachers use their own discretions to implement curriculum, making them to learn as they teach, a ‘design as you build’ concept. The main finding revealed prevalence of different pedagogical practices when teaching Natural Sciences. This paper concludes that unless South African education system prioritise inculcating common 21st century pedagogical approaches for implementing CAPS, realising a goal of producing a 21st century learner as envisaged, may remain a dream deferred. This study recommends ongoing and progressive professional development workshops for immediate mitigation of pedagogical challenges as those observed from the five teachers.

Authors:
Kgomotsego Brenda Samuel, North-West University, South Africa
Washington Takawira Dudu, North-West University, South Africa


About the Presenter(s)
Senior lecturer at NWU Mahikeng campus. My research focus is in pedagogies particularly in the Natural Sciences. I am a member of SAARMSTE research association and belong to SDL research unit in my institution.

Connect on Linkedin
www.nwu.com

Connect on ResearchGate
www.nwu.com

See this presentation on the full scheduleFriday Schedule



Conference Comments & Feedback

Place a comment using your LinkedIn profile

Comments

Share on activity feed

Powered by WP LinkPress

Share this Presentation

Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00