Mapping science teachers’ knowledge of force and momentum to classroom practices in selected schools in Lesotho
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Date
2020-10
Authors
Marake, Maphole Georgina
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
This study used a mixed methods explanatory sequential design to investigate physical science teachers‟ perceptions of their knowledge of force and momentum to establish how it shapes classroom practice, if at all. The study sought to determine the teachers‟ knowledge of: the science curriculum, how students understand science, instructional and assessment strategies, as well as their orientations towards teaching science. The research question that guided this study was, what is the knowledge base of science teachers in Lesotho on the topic of force and momentum and how does it shape classroom practice in grade 11? A survey of ninety-two physical science teachers, who were randomly sampled from five districts, was done. Out of the surveyed teachers, three were purposefully sampled and observed as they taught the concepts of force with the purpose of establishing the knowledge domains they realised when teaching. A follow-up interview was done with each of them in order to ascertain whether their classroom decisions were motivated by what they do or do not know.
Moreover, the teachers‟ lesson plans and physical science syllabus were analysed. The findings of the study revealed that, although the teachers had positive perceptions of the knowledge needed to teach the concepts of force, their practices were not influenced by them; rather, various aspects in the field
and during teaching determined what they did. Even within the knowledge domains that were found to influence their practice, there were variations in how the teachers realised them. The findings also revealed that the mismatch between perceptions and practice was the result of little or inadequate reflection-on-practice by the teachers, as it was found lacking. The study therefore suggests that teachers should be assisted in continuous reflection-on-practice, as that has been proved to assist teachers to develop their PCK, thereby being able to realise and integrate most of the knowledge domains during practice.
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Keywords
Thesis (Ph. D. (School of Mathematics Natural Sciences and Technology Education))--University of the Free State, 2020, Teacher knowledge, Pedagogical content knowledge, Force and momentum, Perceptions, Physical science teachers, Classroom practice -- Physical science