Grade 8 Physical Science Teacher-Led Demonstrations In Oshikoto, Namibia: Pedagogy Analysis

Abstract

Scientists from almost every country in the world agree that hands-on practical work is an important part of teaching and learning science. The National Curriculum for Basic Education advocates for a knowledge-based society in Namibia, which is to be realized by engaging learners in hands-on, practical activities. Teachers in Oshikoto Region of Namibia orchestrate practical demonstrations regardless of calls from the National Curriculum for Basic Education for the enactment of a learner-centred pedagogy. The pedagogical orientations of Grade 8 Physical Science teachers when orchestrating science practical demonstrations were investigated in this sequential explanatory mixed methods study. The study collected quantitative data through a questionnaire survey that was administered to 87 grade 8 physical science teachers. This was followed by qualitative data collected by means of class observations and semi-structured interviews with 10 teachers who initially participated in the study. Findings from this study revealed that majority of teachers in the Oshikoto Region exhibit a preference for teacher-orchestrated demonstrations over entrusting practical activities to learners. Contextual factors such as a lack of resources to conduct practical work, insufficient curriculum time for practical lessons, and large class sizes are considered to influence this preference. Teachers maintain that these demonstrations support learners in conceptualising scientific phenomena, acquiring practical skills, and developing interests in science. Through teacher-orchestrated demonstrations, pedagogical orientations such as inviting learners to make predictions, asking learners to explain their observations, and facilitating class discussions after demonstrations are executed by teachers. This suggests that although demonstrations are teacher-orchestrated, teachers and learners interact through these actions to ensure that learners are cognitively engaged.