Exploring teachers’ experiences of teaching Natural Science in grade seven in Mafukuzela Gandhi circuit.

Abstract

The study was conducted in Inanda. The participating schools were located in Inanda North which is a semi-rural area North of Durban, close to Umzinyathi and Ntuzuma. These residences have a low socio-economic status. Many learners came from disadvantaged families, with some having teenagers as parents. Most learners’ households are solely dependent on the social grant. The children are usually left to be taken care of by the grandmothers and grandfathers. The learners’ school attendance is affected by family commitments such as taking care of elderly relatives at home and by religion such as parents or guardians keep children at home during their conference or ceremonies of Shembe Baptist Nazareth.The schools that this study focused on did not charge school fees, and had between 1300 to 1500 learners’ enrolment. The learners had at least one meal a day at the school, courtesy of the feeding scheme in place. The schools were considered by teachers and Mafukuzela Gandhi inspectors as dedicated schools in terms of curriculum coverage, qualified educators, and excelling in extra mural activities such as cultural activities, music and athletics. The schools were also well equipped with resources such as books and computers. This study used a sample consisting of three grade 7 Natural Science teachers from three schools in Mafukuzela Gandhi circuit in KwaZulu-Natal. One participant from each school would represent entire group of Natural Science teachers. This study employed research instruments such as interviews and questionnaires as a method of collecting data. One participant from each school would represent entire group of Natural Science teachers. The aim of the research is to get teachers’ experiences of teaching Natural Science in grade seven in Mafukuzela Gandhi circuit. Schools that were selected had different backgrounds that allowed the researcher to compare and give a clear picture of teachers’ experiences of teaching Natural Science in grade seven in Mafukuzela Gandhi circuit. The diversity was meant to provide different context that would potentially yield different narratives, and add to the understanding of the phenomenon to teachers and department of education. These schools differed in terms of enrolment, provision of Natural Science equipment, and background of the school. The teachers revealed that teaching Natural Science has made them to experience that the content is packed and terminology is hard for learners to master in one-year. Therefore,Like paperwork, extra mural activities and loaded learners in classrooms. Another point is that came through from the research was that some teachers are less confident to teach certain content and practical’s due to lack of resources, lack of specialization of subject teacher and lack of knowledge for practical’s in grade 7. To sum up, since the inception of education policies being landed to other foreign countries it has created a number of experiences for teachers to adapt in the curriculum implemented and adopted by department of basic education. It must be notable that Outcome Based Education (OBE) phase was implemented as a goal to achieve learning outcomes of learning areas; the previous curriculum was implemented to fix issues arising in the education system like curriculum2005. Thus has resulted not adequate time for teachers to conceptualize these framework of teaching. Nevertheless, education system has encountered radical changes; however, teachers are experiencing several amendments in these curriculums, skills development remained in the previous curriculum programmes. The same skills that were addressed in post 1994 curriculum are still captured in CAPS. For example, lack of science laboratories or resources are still escalating, inexperience Science teachers. Therefore, thats why Natural Science teachers are experiencing difficulties in teaching Natural Science in grade seven.