Abstract
In this paper, we discuss the results of a case study about the teaching strategies used by three primary school educators to decode Grade 4 science terminology. In South Africa, the study of science is formally introduced to learners in Grade 4. Additionally, Grade 4 is the year when learners transition from being taught in their native languages in Grades 1 to 3 to being taught in English. This presents the challenge of learning a new subject in an unfamiliar language. Research shows that the majority of South African primary school learners find science terminology difficult to comprehend due to linguistic challenges, which could account for their poor performance in science assessments. The way educators decode science terminology during science lessons could affect learners’ comprehension of science vocabulary andconsequently their performance in science. Semi-structured interviews were used to collect data in a qualitative case study in order to determine the strategies used by three science educators to teach and decode science terminology in Grade 4. The study findings suggest that the participating educators use ad hoc, teacher-centered teaching strategies to decode science concepts. These findings have implications for the preparation of primary school science educators in teacher training institutions.
Highlights
The scientific literacy of most South African learners has been of concern to many scholars and policy makers (Lelliott, 2014; Pouris, 1991)
Research shows that the majority of South African primary school learners find science terminology difficult to comprehend due to linguistic challenges, which could account for their poor performance in science assessments
The study findings suggest that the participating educators use ad hoc, teacher-centered teaching strategies to decode science concepts
Summary
The scientific literacy of most South African learners has been of concern to many scholars and policy makers (Lelliott, 2014; Pouris, 1991). Educators and their peers, as they explore new science terminology and expand their understanding of science (DBE, 2011) These activities require learners to be proficient in the language of science and the language of instruction which, in the South African context, is English. In South Africa, learners are formally introduced to the study of science in Grade 4, where they learn the language of science, its principles and rules in English At this time, primary school learners transition from being taught in their native languages in Grades 1 to 3, to being taught in English in Grade 4 (Pretorius, 2014; DBE, 2011). Grade 4 learners are faced with multiple learning challenges that could affect their comprehension of science concepts This is true for most South African learners who use English as second or even third language (Snow, 2010)
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