The affordances of project-based learning and classroom action research in the teaching and learning of Natural Sciences

In this paper I reflect on the experiences of Life- and Natural Sciences teachers in the Northern Cape who engaged in classroom action research (CAR). The context was a short-learning programme (SLP) facilitated by the North-West University on epistemological border-crossing between indigenous knowledge and the school science curriculum. After the SLP teachers had to submit evidence- based portfolios; and the CAR was part of this portfolio. The activity that was the focus of the teachers’ action research (reported on in the portfolios) was learners’ engagement in project-based learning such as, among others, ethnobotanical surveys. During the SLP in June 2017, teachers were shown how learners could engage in ethnobotanical surveys. In the portfolios, teachers had to reflect on their own and learners’ experiences of engaging in such ethnobotanical surveys. These portfolios were analysed, and several emerging themes were identified from the data. Individual interviews were also conducted with a sample of teachers. Three of these themes are presented in this paper. The findings indicate that project-based learning holds affordances such as the realization of affective outcomes in science education. It also assists science teachers to become more critical and reflective, and enhances self- directed learning. One of the recommendations in this paper is that CAR should be promoted in both pre-service and in-service teacher education programmes

Indigenous knowledge systems: its affordances and restraints in school science

The advocates for the infusion of indigenous knowledge in the school science curriculum often make a compelling argument that the natural sciences and indigenous knowledge share many tenets, and therefore such epistemological border-crossing could be facilitated with relative ease. Several scholars have shown how indigenous knowledge could be taught in the science classroom, utilising the processes of science. Joint tenets of science and indigenous knowledge include its empirical, inferential and tentative nature. However, the Achilles heel in this argument is how to deal with the metaphysical nature of indigenous knowledge in the science classroom. The ontological nature of science builds on the empirical- the universe is orderly and predictable. In contrast, indigenous knowledge has a dual ontological nature: it is both empirical and metaphysical. Most scholars would argue that the science teacher should only focus on the empirical component of indigenous knowledge, and ignore metaphysics, which is not aligned with the nature of the natural sciences. However, in doing so, indigenous knowledge is ransacked of its holistic nature. In this paper the author investigates examples of metaphysics in ethnobotany, and suggests that there often are plausible explanations for what, at first glance, might seem to be ‘pseudo-science’ or metaphysics. Furthermore, when learners engage with the more metaphysical aspects of indigenous knowledge, they are provided the opportunity to measure such practices against the accepted tenets of the natural sciences, and differentiate between science and pseudoscience. The paper also analyses contemporary research trends and career opportunities related to science with an indigenous knowledge imprint, and argues that the exclusion of indigenous knowledge in the school curriculum, based on its metaphysical dimension, would disadvantage learners. The inclusion of indigenous knowledge in the natural sciences curriculum will alert learners to both career and entrepreneurial opportunities that they may pursue in future.Institute for Science and Technology Education (ISTE

Contextualising science and mathematics teacher professional development in rural areas

Science and mathematics teacher professional development in South Africa does not adequately address teachers’ pedagogical content knowledge or ability to integrate indigenous knowledge into the curriculum. This situation is partly due to traditional teacher professional development programmes that utilise top-down and expert-driven approaches without consulting teachers. This “one- size-fits-all” model is rarely relevant to teachers’ classroom realities, especially in rural areas. The research question that guided this research was: How could the professional development intervention be contextualised to better meet the educational needs of a rural environment? In this paper, we explore the design principles for teacher professional development interventions that could addressthe needs of teachers and the context, acknowledging that teachers in rural areas face different challenges compared to teachers in urban areas. We use the Hantam region of the Northern Cape Province as a case study to explore the affordances of partnerships with local indigenous knowledge holders and cultural institutions (museums) in the professional development of teachers. Data were generated from semi-structured interviews with Hantam school and community participants using a qualitative approach. Two major themes that emerged from this qualitative research was that (a) the involvement of indigenous knowledge holders and museums as “third partners” in the value chain between universities and schools, could greatly assist to better contextualise the “western” science curriculum, and (b) the incorporation of indigenous knowledge in the STEM curriculum could assist in building the self-esteem of learners. We argue that contextualising science and mathematics teacher professional development for the rural environment has affordances for improving not only teacher competencies, but also learners’ views on the relevance of science and mathematics in everyday life

Professional development of science teachers:the A-team hybrid ecology of learning practice

Professional development interventions in South Africa do not always address teachers’ needs or necessarily result in better realisation of outcomes in science. South African teachers’ learning of science and their emerging science pedagogy need urgent attention and this issue can be addressed through focused continuing professional teacher development (CPTD) programmes. The University of Johannesburg launched a unique CPTD project named the A-team project – Excelling in Science Education in October 2010. This project focused mainly on developing the science teachers’ inquiry-based teaching approaches, advancing scientific process skills and enriching their pedagogical content knowledge in CAPS themes. The aim of this longitudinal empirical qualitative study was to introduce both primary and secondary school teachers to new (and exciting) science experiences in hybrid ecology of learning practice. In this intervention the hybrid group of science teachers experienced a wide range of different activities. As the project progressed, we tapped into the overwhelming social capital resources of scientists, professors and the Natural Sciences, Life Sciences and Physical Sciences teachers themselves sharing a wealth of experience and information. The findings of this study revealed that hands-on activities in real laboratories not only improved the science teachers’ technological pedagogical content knowledge but also motivated teachers to include inquiry-based teaching strategies in their classroom practices

The conundrum of integrating indigenous knowledge in science curriculum themes: a review of different viewpoints

The leitmotiv of this paper is the relationship between the natural sciences and indigenous knowledge, and whether indigenous knowledge has a place in the school science curriculum. In this review paper, various perspectives on the role of indigenous knowledge in the science classroom are explored. Based on the tenets of respective science and indigenous knowledge, three different perspectives on such epistemological border-crossing are explored: the inclusive, the exclusive, and the ‘overlapping domains’ perspectives. The authors also consider factors that influence such border-crossing, such as teacher and learner factorsInstitute for Science and Technology Education (ISTE

Doing an ethnobotanical survey in the life sciences classroom

On the basis of an ethnobotanical survey that we conducted on plant use by descendents of the Khoi-San people in the Northern Cape Province in South Africa, we introduce biology teachers to an adapted rapid-appraisal methodology that can be followed in the life sciences classroom. Such a project addresses a number of the content standards in the National Science Education Standards, such as science as a human endeavour, the nature of science, and the history of science. We also shed light on ethical considerations when engaging in an ethnobotanical survey, and address, among other issues, intellectual property rights. Examples are provided of how teachers in the United States can sensitize students to the rich ethnobotanical heritage of their country

The affective affordances of frugal science using foldscopes during a Life Sciences water quality practical

Manu Prakash, the developer of the foldscope microscope reported on in this paper, stated that it is important to use tools that can support open-ended inquiry in the classroom, without dumbing down those tools. Scientific equipment in the school laboratory is often very expensive and only available to those who can afford it. “Frugal science” is a trend in education that researches, develops and introduces economical and quality scientific resources to developing countries. In South Africa, many underprivileged schools lack quality practical and laboratory resources to perform simple tasks, such as microscopy. Furthermore, the absence of laboratory investigations could lead to learners not enjoying Life Sciences nor developing a more nuanced understanding of the nature (tenets) of science. As part of an indigenous knowledge intervention hosted by the North-West University, teachers were provided with $1 foldscopes (paper microscope) to use in their classrooms. This research reports on the views of Life Sciences learners and teachers on the use of foldscopes in the Life Sciences classroom during a practical lesson. The focus of the research is to illuminate how such problem-based approaches could enhance affective outcomes. This generic qualitative research study has elements of design-based research (DBR) as well as classroom action research (CAR), carried out by participating teachers to investigate the affordances of foldscopes. Data was collected using observations, teacher reflections, learner reflections, photographs and personal interviews. From an affective stance, this qualitative study used Engeström’s third-generation Cultural-Historical Activity Theory (CHAT) as a research lens in order to identify factors that promote or inhibit the use of foldscopes in the Life Sciences classroom during a practical lesson

The indigenous knowledge debate in life sciences: what about Indian indigenous knowledge?

Institute for Science and Technology Education (ISTE

Retreating to a Vygotskian stage where pre-service teachers play out social, ‘dramatical collisions’

This article describes student engagement in simulation games in a field trip retreat for first-year Education students. The authors propose that the methodology can be a useful vehicle to address key social elements of pre-service teachers’ professional learning. They explore a theoretical view of such collaborative learning from the neo-Vygotskian perspective of activity theory, in which the simulation games are viewed as the main tool for mediating learning. From this position they suggest that field trips hold some promise for exploring HIV/AIDS education, issues of race and racism, and an understanding of poverty and food security in education

A hybrid model building on prolepsis for effective practice teaching in pre-service life sciences teacher education

Abstract: The need for this research is substantiated by two sets of research literature, namely, literature that belabours the so-called ‘theory–practice divide’ in teacher education and, secondly, literature on the dismal state of science education in South Africa. This chapter critically looks at the pre-service education of life sciences student teachers and reports on an intervention that was conceptualised and implemented by the UJ to address some of the shortcomings of the customary school practice experience (or WIL). Teacher education institutions are often criticised as being distant from practice and therefore ineffective in preparing student teachers for the demands of the teaching profession. This is especially true in the teaching of the natural sciences (including life sciences and physical sciences) – a national priority in a country that is not performing well in international benchmark tests. This chapter reports on an innovative intervention of the UJ whereby undergraduate student teachers were given the opportunity to teach life sciences (FET Grades 10–12) to learners from a top-performing school that did not offer life sciences as a subject. The authors will indicate how this intervention addressed three fundamental problems associated with learning to teach, namely, (1) the problem of the apprenticeship of observation; (2) the problem of enactment and (3) the problem of complexity. This qualitative research focussed on how this intervention contributed to the 81 student teachers’ (who participated) professional development. The Japanese lesson study approach, where student teachers prepared and presented lessons in groups of four, were further enhanced with the technique of prolepsis, which involves structuring learning opportunities in a way that assumes that the student teachers know more than they actually do. By using such a prolepsis approach in teacher education, the teacher educator can explore the optimal distance between the student teacher’s actual and potential development..