Teachers' Concerns with the Implementation of Practical Work in the Physical Sciences Curriculum and Assessment Policy Statement in South Africa

Autor/inn/en	Oguoma, Enid; Jita, Loyiso; Jita, Thuthukile
Titel	Teachers' Concerns with the Implementation of Practical Work in the Physical Sciences Curriculum and Assessment Policy Statement in South Africa
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 23 (2019) 1, S.27-39 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jita, Thuthukile)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2019.1584973
Schlagwörter	Foreign Countries; Physical Sciences; Secondary School Science; Teacher Attitudes; High School Teachers; Science Teachers; Hands on Science; Student Centered Learning; Questionnaires; Teacher Characteristics; South Africa; Stages of Concern Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Natural sciences; Naturwissenschaften; Naturwissenschaft; Lehrerverhalten; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Fragebogen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	A new Curriculum and Assessment Policy Statement (CAPS) was introduced in South Africa in 2012 to, among others, drive a learner-centred and constructivist approach to practical work in the high school subject Physical Sciences. This study investigates teachers' concerns with the implementation of practical work in Physical Sciences. A survey of 81 high school physical science teachers' concerns was conducted in a school district in South Africa. Participants were selected from 52 schools by means of convenience sampling. The seven stage concerns-based adoption model was used to identify teachers' stages of concern on the practical component of CAPS. The findings indicate that 69% of the participants (n = 47) had management concerns of high significance (p = 0.51), while the collaboration and consequence concerns were only slightly significant (p = 0.96). With regards to CAPS experience, respondents who had been implementing CAPS for less than three years had more personal concerns compared with those who had been executing it for three to four years. Equally, respondents with less experience with CAPS had marginally more management concerns compared with respondents with more experience. These trends were also observed with the collaboration and refocusing concerns suggesting that teachers with less CAPS experience worry more about their ability to manage practical work and to make laboratory activities workable in their contexts. The paper concludes with a discussion on the variety of concerns and how these might be addressed through targeted teacher professional development support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01