Benefits and challenges of lesson study: A case of teaching Physical Sciences in South Africa

Ayodele Abosede Ogegbo,Trisha Salagaram,Estelle Gaigher

doi:10.15700/saje.v39n1a1680

Ayodele Abosede Ogegbo, Trisha Salagaram + Show 1 more

Open Access

https://doi.org/10.15700/saje.v39n1a1680

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Abstract

This study explored teachers’ experiences in the teaching of electricity and magnetism during a Lesson Study intervention. Using a case study research design, a sample of 4 physical sciences teachers was conveniently selected from schools in rural and suburban areas. Due to logistical challenges, the 4 participants were grouped into 2 separately functioning lesson study pairs. Data were collected through multiple sources including semi-structured interviews, observations of classroom teaching and Lesson Study meetings, field notes, participants’ initial lesson plans and reflective writings. It was found that collaboration through Lesson Study enhanced teachers’ professional teaching strategies, networking skills, lesson plan writing, classroom management, self-efficacy and positive attitudes towards teaching. However, challenges such as lack of time, lack of institutional support and insufficient instructional materials pose a threat to teachers’ participation in Lesson Study. It is therefore recommended that policy makers develop strategic plans to promote the use of Lesson Study as a school-based professional development initiative. Further research on Lesson Study in pre-service science teacher education may pave the way towards professional collaboration as a sustainable practice amongst science teachers. This may ultimately improve the performance levels of science learners in South Africa. Keywords: electricity and magnetism; lesson study; physical sciences; professional development; science teaching

Highlights

Physical Sciences is offered as a subject combination of physics and chemistry in South Africa at the Further Education and Training (FET) level
As economic development is being enhanced by innovations rooted in the application of physics, the effective teaching of physical sciences becomes very important to meeting the technological needs of South Africa (SA)
This study contributes to the knowledge base research in understanding how the process of Lesson Study may be used as a form of collaborative action research to enhance teaching of physical sciences in South Africa

Summary

Introduction

Physical Sciences is offered as a subject combination of physics and chemistry in South Africa at the Further Education and Training (FET) level. The number of people with the required critical, analytical, problem-solving and technical skills needed to join the South African science community seems to be inadequate, due to learners’ poor performance in physical sciences. This is a serious concern for the country because it inhibits the growth of the South African economy. The Trends in Mathematics and Science Study (TIMSS) reveal that South African learners typically perform below the level expected at the international rating (Reddy, Prinsloo, Arends, Visser, Winnaar, Feza, Rogers, Janse van Rensburg, Juan, Mthethwa, Ngema & Maja, 2012). Of particular concern is teachers’ professionalism, which includes teachers’ effectiveness, professional competence, knowledge about the content of the subject, teaching methods, by these means contributing to the comprehension of difficult basic concepts (Anderson & Barnett, 2011; Reddy et al, 2012)

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