Exploring Grade 7 Science Teachers’ Perceptions Regarding Practical Work in Limpopo, South Africa

Authors

  • Israel Kibirige University of Limpopo, Polokwane, South Africa
  • Joseph Osodo University of Limpopo, Polokwane, South Africa
  • Albert Ndabeni Mgiba University of Limpopo, Polokwane, South Africa

Abstract

The purpose of this study was to explore grade 7 Natural Science teachers' perceptions regarding the role of practical work and match them with available evidence from teachers’ portfolios. The sample comprised 10 Grade 7 Natural Science teachers, randomly sampled from 27 schools. Questionnaires and teachers’ portfolios were used to collect data. The results show that while teachers’ perceptions regarding the purpose of practical work in Science is adequate; their perceptions regarding its application in science classrooms is inadequate. Hence, there was a mismatch between teachers’ perceptions and what was taking place in the science classroom. The study may inform educational practitioners, policy makers and researchers on ways of improving teaching methods and performance of learners in science. It is recommended that assessment of practical work should be given attention, as most of the teachers do not record marks regularly for practical work.

DOI: 10.5901/mjss.2014.v5n4p399

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Published

2014-03-06

How to Cite

Kibirige, I., Osodo, J., & Mgiba, A. N. (2014). Exploring Grade 7 Science Teachers’ Perceptions Regarding Practical Work in Limpopo, South Africa. Mediterranean Journal of Social Sciences, 5(4), 399. Retrieved from https://www.richtmann.org/journal/index.php/mjss/article/view/2227

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