In Search of a Working Strategy: The AHA... Moment in the Teaching of Science Subjects at Two South African High Schools

Kgomotsego B. Samuel; Washington T. Dudu

doi:10.29333/ejmste/91921

Full Text (PDF)

Kgomotsego B. Samuel ¹ ^* , Washington T. Dudu ¹

More Detail

¹ North-West University, SOUTH AFRICA^* Corresponding Author

Abstract

The purpose of this study is to interrogate a ‘working’ strategy established to improve and sustain learner performance by two Life Sciences and two Physical Sciences teachers of two best-performing high schools in the North West province of South Africa. The schools in this study have had a pass rate of over 90% for seven consecutive years in Physical and Life Sciences. Ausubel’s (1963) constructs of Meaningful Reception Learning theory provided the conceptual framework for this study. The study was purely qualitative, employing an exploratory case-study approach. Purposive sampling was adopted to identify participants and research sites for the study. Data was generated through interviews, classroom observations and document analysis. The data were thematically analysed using open coding, axial coding and selective coding. Results of the study demonstrate that the aha! moment originated from the use of role-playing as a teaching strategy. Recommendations for policy and further research are suggested.

Keywords

aha! moment
case study research
learner performance
role-playing
meaningful reception learning theory

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2018, Volume 14, Issue 8, Article No: em1566

https://doi.org/10.29333/ejmste/91921

Publication date: 02 Jun 2018

Article Views: 2078

Article Downloads: 1848

Open Access References How to cite this article

References

Ausubel, D. (1963). The psychology of meaningful verbal learning. New York: Grune & Stratton.
Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York, NY: Holt, Rinehart & Winston, Inc.
Basit, T. (2010). Conducting research in educational contexts. London: Continuum International Publishing Group.
Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique (revised edition.). London: Rowman & Littlefield.
Bhattacharjee, S. (2014, March). Effectiveness of roleplaying as a pedagogical approach in construction education. Paper presented at the 50th Annual Meeting of the Associated Schools of Construction (ASC), Washington, DC. Retrieved from http://ascpro0.ascweb.org/archives/cd/2014/paper/CERT199002014.pdf.
BusinessTech (2018). The worrying truth behind SA’s ‘improved’ maths and science marks. Retrieved from https://businesstech.co.za/news/lifestyle/218275/the-worrying-truth-behind-sas-improved-maths-and-science-marks/.
Child Trends Databank. (2015). High school dropout rates. Retrieved from https://www.childtrends.org/?indicators=high-school-dropout-rates.
Christle, C. A., Jolivette, K., & Nelson, C. M. (2007). School characteristics related to high school dropout rates. Remedial & Special Education, 28(6), 325‒339. https://doi.org/10.1177/07419325070280060201.
Craciun, D. (2010). Role-playing as a creative method in science education. Journal of Science and Arts, 1(12), 175‒182.
De Medeiros Silva, S. C. G., de Oliveira, M. M., & de Oliveira, G. F. (2017). Playful teaching work of school science teachers fundamental in a municipal school in Pernambuco, Brazil. Early Child Development and Care, 187(2), 233‒243. https://doi.org/10.1080/03004430.2016.1237565.
Department of Basic Education. (2011a). The Curriculum and Assessment Policy Statement (CAPS) Grades 10-12: Physical Sciences. Pretoria: Government printers.
Department of Basic Education. (2011b). The Curriculum and Assessment Policy Statement (CAPS) Grades 10-12: Life Sciences. Pretoria: Government printers.
Department of Basic Education. (2013). National Policy Pertaining to the Programme and Promotion requirement of the National Curriculum statement. Pretoria: Government printers.
Department of Basic Education. (2015). 2015 National Strategy for Learner Attainment. Pretoria: Government Printers.
Department of Basic Education. (2018). 2017 National Senior Certificate Diagnostic Report Part 1. Pretoria: Government Printers.
Ferreira, J. G. (2011). Teaching Life Sciences to English second language learners: What do teachers do? South African Journal of Education, 31, 102‒113. https://doi.org/10.15700/saje.v31n1a409.
Fogg, P. (2001). A history professor engages students by giving them a role in the action. Chronicle of Higher Education, 48(12), 12‒13.
Haas, G., & Parkay, F.W. (1993). Curriculum planning: A new approach (6th ed.). Boston: Allyn & Bacon.
Holland, J., & Ramazanoglu, C. (1995). Accounting for sexuality, living sexual politics: Can feminist research be valid? In J. Holland, M. Blair, and S. Sheldon (Eds.), Debates and Issues in Feminist Research and Pedagogy, (pp. 273‒291). Clevedon: Multilingual Matters Ltd.
Isac, M. M., Dinis da Costa, P., Araújo, L., Soto Calvo, E., & Albergaria-Almeida, P. (2015). Teaching practices in primary and secondary schools in Europe: Insights from large-scale assessments in education. Fermi: European Commission, Joint Research Centre Retrieved from https://crell.jrc.ec.europa.eu/sites/default/files/files/JRC95601.pdf.
Jansen, J. (2014, January 12). 24% of matrics would have passed if pass mark was 50%. City Press. Retrieved from https://www.news24.com/Archives/City-Press/24-of-matrics-would-have-passed-if-pass-mark-was-50-20150430.
Joyce, B., & Weil, M. (Eds.). (2000). Models of teaching. Boston: Allyn and Bacon.
Kaloyirou, C., & Lindsay, G. (2014). Understanding bullying: using role-play with 12-year- old boys in Cyprus. European Journal of Special Needs Education, 29(2), 153-166. https://doi.org/10.1080/08856257.2014.884828.
Khiri, B., & Mohammadi, E. (2016). Identifying educational methods for developing entrepreneurship and employment at Applied Scientific Centre’s of Ilam province. International Journal of Humanities and Cultural Studies, 3(1), 630‒639.
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2012). The adult learner (7th ed.). Burlington, MA: Elsevier, Inc.
Kriek, J., & Grayson, D. (2009). A holistic professional development model for South African Physical Science teachers. South African Journal of Education, 29, 185‒203.
Kumagai, S. N. (2013). Ausubel’s subsumption theory: The role and nature of advance organizers. California State University: Monterey Bay. Retrieved from http://www.academia.edu/4865184/Ausubels_Subsumption_Theory_The_Role_and_Nature_of_Advance_Organizers.
Lee, E., & Luft, J. A. (2008). Experienced secondary science teachers’ representation of pedagogical content knowledge. International Journal of Science Education, 30, 1343‒1363. https://doi.org/10.1080/09500690802187058.
Lehari, J. S. (2017). Address on the occasion of the release of the 2016 results on 05 January 2017. North West: North West Provincial Government.
Lehesvuori, S., Ramnarain, U., & Viiri, J. (2017). Challenging transmission modes of teaching in science classrooms: Enhancing learner-centredness through dialogicity. Research in Science Education, https://doi.org/10.1007/s11165-016-9598-7.
Lincoln, S. Y., & Guba, E. G. (1985). Naturalistic inquiry. London: Sage.
Makgato, M., & Mji, A. (2006). Factors associated with high school learners’ poor performance: A spotlight on mathematics and physical science. South African Journal of Education, 26(2), 253‒266.
Marshall, J. C., Smart, J. B., & Alston, D. M. (2017) Inquiry-based instruction: A possible solution to improving student learning of both science concepts and scientific practices. International Journal of Science and Mathematics Education, 15, 777–796. https://doi.org/10.1007/s10763-016-9718-x.
Mavhungu A. P. (2004). Factors influencing the performance in agricultural science in some high schools in the Limpopo Province (Unpublished master’s thesis). University of Pretoria, Pretoria.
Mavhungu, M. (2016). Complexities and constraints influencing learner performance in physical science. Journal of Research in Business & Social Science, 5(1), 30‒46.
Mayer, R. E. (2003). Learning and instruction. Upper Saddle River, NJ: Merrill.
McGregor, J. (1993). Effectiveness of role-playing and anti-racist teaching in reducing student prejudice. Journal of Educational Research, 86(4), 215‒226. https://doi.org/10.1080/00220671.1993.9941833.
Moore, J., & Lemmer, E. (2010). Towards cultural proficiency in South African secondary schools: Ethnodrama as educational tool. Education as Change, 1, 5‒18. https://doi.org/10.1080/16823206.2010.487356.
Muennig, P. A. (2006). Healthier and wealthier: Decreasing health care costs by increasing educational attainment. Washington, DC: Alliance for Excellent Education. Retrieved from http://all4ed.org/wp-content/uploads/HandW.pdf.
Muller, J. (2014, January 12). 24% of matrics would have passed if pass mark was 50%. City Press. Retrieved from https://www.news24.com/Archives/City-Press/24-of-matrics-would-have-passed-if-pass-mark-was-50-20150430.
Neuman, W. L. (2011). Social research methods: Qualitative and quantitative approaches (7th ed.). Boston, MA: Pearson.
Perry, E. (2007). Using role-play to model mass spectrometer. School Science Review, 88(324), 18.
Poorman, P. B. (2002). Biography and role-playing: Fostering empathy in abnormal psychology. Teaching of Psychology, 29(1), 32‒36. https://doi.org/10.1207/S15328023TOP2901_08.
Ramnarain, U., & Fortus, D. (2013). South African physical sciences teachers’ perceptions of new content in a revised curriculum. South African Journal of Education, 33(1), 1‒15. https://doi.org/10.15700/saje.v33n1a573.
Rao, D., & Stupans, I. (2012). Exploring the potential of role play in higher education: Development of a typology and teacher guidelines. Innovations in Education and Teaching International, 49(4), 427‒436. https://doi.org/10.1080/14703297.2012.728879.
Saunders, M., Lewis, P., & Thornhill, A. (2012). Research Methods for Business Students (6th ed.). Harlow, UK: Pearson Education Limited.
Schwandt, T. A. (2001). Dictionary of qualitative inquiry (2nd ed.). Thousand Oaks, CA: Sage.
Scott, P., Mortimer, E., & Ametller, J. (2011). Pedagogical link‐making: A fundamental aspect of teaching and learning scientific conceptual knowledge. Studies in Science Education, 47(1), 3‒36. https://doi.org/10.1080/03057267.2011.549619.
Seidel, T., & Shavelson, R. J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of educational research, 77(4), 454‒499. https://doi.org/10.3102/0034654307310317.
Shuell, J. P. (1988). The role of the student in learning from instruction. Contemporary Educational Psychology, 13(3), 276‒295. https://doi.org/10.1016/0361-476X(88)90027-6.
Signh, K. (2007). Quantitative social research methods. Thousand Oaks, CA: Sage Publications.
Sogunro, O. A. (2004). Efficacy of role-playing pedagogy in training leaders: Some reflections. Journal of Management Development, 23(4), 355‒371. https://doi.org/10.1108/02621710410529802.
Umalusi. (2014). Report on the quality assurance of examinations and assessments of the National Senior Certificate (NSC) 2010. Retrieved from http://www.umalusi.org.za/list.php?type=Quality%20Assurance%20Reports&year=2014.
Westrup, U., & Planander, A. (2013). Role-play as a pedagogical method to prepare students for practice: The students’ voice. Ogre utbildning, 3(3), 199‒210.
Wicks, J., & Raborife, M. (2017, January 4). Progressed learners’ could affect matric pass rate. News24. Retrieved from https://www.news24.com/SouthAfrica/News/progressed-learners-could-have-impact-on-matric-pass-rate-20170104.
Winfrey, O. (2006, March). Aha! moments. O Magazine. Retrieved from http://www.oprah.com/omagazine/aha-moments.
Woolfolk, A. E., Winne, P. H., Perry, N. E., & Shapka, J. (2010). Educational Psychology (4th ed.). Toronto: Pearson Canada.
Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
Zenda, R. (2017). Essential teaching methods to enhance learner academic achievement in physical sciences in rural secondary schools: A South African case study. Information and Learning Science, 118(3), 170‒184. https://doi.org/10.1108/ILS-03-2017-0014.

How to cite this article

APA

Samuel, K. B., & Dudu, W. T. (2018). In Search of a Working Strategy: The AHA... Moment in the Teaching of Science Subjects at Two South African High Schools. Eurasia Journal of Mathematics, Science and Technology Education, 14(8), em1566. https://doi.org/10.29333/ejmste/91921

Vancouver

Samuel KB, Dudu WT. In Search of a Working Strategy: The AHA... Moment in the Teaching of Science Subjects at Two South African High Schools. EURASIA J Math Sci Tech Ed. 2018;14(8):em1566. https://doi.org/10.29333/ejmste/91921

AMA

Samuel KB, Dudu WT. In Search of a Working Strategy: The AHA... Moment in the Teaching of Science Subjects at Two South African High Schools. EURASIA J Math Sci Tech Ed. 2018;14(8), em1566. https://doi.org/10.29333/ejmste/91921

Chicago

Samuel, Kgomotsego B., and Washington T. Dudu. "In Search of a Working Strategy: The AHA... Moment in the Teaching of Science Subjects at Two South African High Schools". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 8 (2018): em1566. https://doi.org/10.29333/ejmste/91921

Harvard

Samuel, K. B., and Dudu, W. T. (2018). In Search of a Working Strategy: The AHA... Moment in the Teaching of Science Subjects at Two South African High Schools. Eurasia Journal of Mathematics, Science and Technology Education, 14(8), em1566. https://doi.org/10.29333/ejmste/91921

MLA

Samuel, Kgomotsego B. et al. "In Search of a Working Strategy: The AHA... Moment in the Teaching of Science Subjects at Two South African High Schools". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 8, 2018, em1566. https://doi.org/10.29333/ejmste/91921