Pedagogical Strategies Used to Enact Formative Assessment in Science Classrooms: Physical Sciences Teachers' Perspectives

Autor/inn/en	Mngomezulu, Halalisani; Ramaila, Sam; Dhurumraj, Thasmai
Titel	Pedagogical Strategies Used to Enact Formative Assessment in Science Classrooms: Physical Sciences Teachers' Perspectives
Quelle	In: International Journal of Higher Education, 11 (2022) 3, S.158-167 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Teaching Methods; Formative Evaluation; Science Education; Physical Sciences; Science Teachers; Teacher Attitudes; Foreign Countries; Secondary School Teachers; Grade 10; Faculty Development; Classroom Techniques; South Africa + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung; Natural sciences; Naturwissenschaften; Naturwissenschaft; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Ausland; Klassenführung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The importance of the enactment of formative assessment as a pedagogical tool in science teaching and learning cannot be over-emphasized. Teachers encounter pedagogical challenges when enacting formative assessment in science classrooms. These pedagogical challenges underscore the need to explore teachers' perspectives on pedagogical strategies used to enact formative assessment in science classrooms. This study examined grade 10 Physical Sciences teachers' perspectives on pedagogical strategies they adopted to enact formative assessment in science classrooms in diverse schools in South Africa. The empirical investigation invoked the sociocultural theory as a conceptual lens to provide insightful elucidation into the nature of teachers' perspectives on pedagogical strategies used to enact formative assessment in science classrooms. A generic qualitative research approach was employed. Data were collected through semi-structured focus group interviews and classroom observations. The study involved 12 purposively selected grade 10 Physical Sciences teachers as participants. The findings revealed that grade 10 Physical Sciences teachers adopted various pedagogical strategies when enacting formative assessment in science classrooms. However, meaningful enactment of formative assessment in science classrooms was largely hampered by a myriad of contextual factors such as class size and general lack of essential resources. It is recommended that teacher professional development interventions coordinated by the Department of Basic Education ought to make provision for meaningful opportunities to enhance teacher professional capacity required for coherent enactment of formative assessment as an essential tenet in science education. Theoretical implications for pedagogic innovation are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01