Influence of National Senior Certificate Examinations on Classroom Practice: Experienced Teachers' Pedagogical Choices in Teaching Chemical Equilibrium

Autor/inn/en	Kolobe, Lebala; Hobden, Paul
Titel	Influence of National Senior Certificate Examinations on Classroom Practice: Experienced Teachers' Pedagogical Choices in Teaching Chemical Equilibrium
Quelle	In: South African Journal of Education, 42 (2022), Artikel 1982 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kolobe, Lebala) ORCID (Hobden, Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Certification; Exit Examinations; Science Tests; Physical Sciences; Chemistry; Scientific Concepts; Knowledge Level; High Stakes Tests; Science Instruction; Teaching Methods; Instructional Effectiveness; South Africa + Suchen Sie Ihr Suchwort? Ausland; Abschlusszeugnis; Zertifizierung; Final examination; Abschlussprüfung; Natural sciences; Naturwissenschaften; Naturwissenschaft; Chemie; Wissensbasis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Learners who pass the South African National Senior Certificate (NSC) physical sciences examination generally show a weak conceptual understanding of chemistry at university. This inconsistency was investigated by examining strategies used in the teaching of chemical equilibrium in schools. A combination of on-site observations, journaling and teacher interviews was used in a survey of 4 teachers in 3 well-resourced schools whose learners regularly achieve good results in the subject. In this article we argue that, whereas the study reported on here revealed a high degree of consistency in basic concept teaching approaches calculated to help learners pass the NSC examination, focus on the examination comes at the expense of in-depth exploration of concepts. We found that Grade 12 chemistry teachers value learners' success in the NSC examination more than their understanding of concepts and ability to use those concepts beyond the examination. Reasons for, as well as consequences of this strategic choice were identified and are discussed. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01