Creating sustainable physical sciences learning environments through the teaching of renewable energy
| dc.contributor.advisor | Tlali, M. F. | en_ZA |
| dc.contributor.author | Ramongalo, Kgantse Nancy | en_ZA |
| dc.date.accessioned | 2025-01-08T13:31:40Z | |
| dc.date.available | 2025-01-08T13:31:40Z | |
| dc.date.issued | 2024 | en_ZA |
| dc.description | Dissertation (M.Ed.(Education in Science and Technology))--University of the Free State, 2024 | en_ZA |
| dc.description.abstract | Teaching of the topic of clean and renewable energy in the subject of physical sciences in South Africa is inadequate – if it is taught at all. This inadequacy continues, despite the provisions of the Sustainable Development Goals on education and the potential benefits of clean energy to the social, economic and environmental aspects of life and living. The aim of this study was to justify the need to create sustainable physical sciences learning environments through the teaching of renewable energy. The study was guided by transformative paradigm principles, which emphasise cultural diversity and social justice, to address societal injustices and inequality. It highlights the need for these principles in communities that are struggling to access energy, despite solar energy (sunlight) availability year round. Three schools were involved in this study. The first was for learners on farms, the second was located in a predominantly Black community, and the third was well resourced, with a merged laboratory. Interviews were conducted with physical sciences teachers at these schools to observe their teaching and learning environments. The participants were qualified Grade 10, 11 and 12 physical sciences teachers with BSc chemistry, B.Tech engineering science, and Postgraduate Certificate in Education (PGCE) qualifications, respectively. All teachers had more than five years of teaching experience teaching physical sciences throughout the Further Education and Training phase. The data show that none of the participants incorporated renewable energy into their lessons, because there was no curriculum on the subject. Participants blamed the curriculum for their failure to teach and assess the topics of renewable energy. Other barriers to teaching renewable energy content included shortcomings in relation to resources and teacher knowledge. If renewable energy is not taught, it tends to contribute to deepening epistemological inequity, given the digital age that confronts learning. Teachers struggle to teach renewable energy ideas due to lack of pedagogical content. The study recommends incorporating renewable energy content in physical sciences to enhance the relevance and responsiveness of learners to social, economic, and environmental challenges. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12945 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.title | Creating sustainable physical sciences learning environments through the teaching of renewable energy | en_ZA |
| dc.type | Dissertation |