Teaching physical science in rural (under-resourced) secondary schools.
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Date
2004
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Abstract
The study provides a closer look at Physical Science teachers in the rural secondary
schools (of the Bafokeng area). It puts focus on the different teaching methods that
they use in order to overcome the realities of teaching in an under-resourced
environment. This includes different aspects that affect the teaching and learning
process, both directly and indirectly.
In view of the above, the study displays the necessity and roles that different
stakeholders have to play. For instance, the contribution of NGOs/ companies towards
the development of teachers and school learning areas. The need for parental
involvement in their children's learning process has also been highlighted.
In the midst of having problems with resources, and learners from disadvantaged
backgrounds, this study enlightens that" by going an extra mile, teachers can make a
difference in the (disadvantaged) teaching environment, as well as to the lives of
learners. Teachers in this study do not use any unknown special methods to deal with
their situation. They do what they feel has to be done in order to continue with what is
expected of them.
The study has not managed to link any direct negative impact between class size and
learning, since the school which had most learners in Physical Science, seemed to have
being doing well under similar conditions as others. Also highlighted, is the
importance of the relationship amongst Physical Science teachers themselves. Since
most of the schools in this study did not have enough materials for teaching Physical
Science/Chemistry, building relations with other teachers from different schools
seemed worthwhile.
Description
Thesis (M.Ed.)-University of Durban-Westville, 2004.
Keywords
Educational sociology., Physical science--Study and teaching., Theses--Education.