Proceedings of the 8th International Conference on Intellectual ...

Shaheed Hartley
areas <strong>of</strong> new content in <strong>the</strong> curriculum as well as practical and experimental work. They also
highlighted a need to involve <strong>the</strong>ir learners in science competitions to stimulate <strong>the</strong>ir interest in <strong>the</strong>
learning <strong>of</strong> science.
4.3.2 School B
The members present at <strong>the</strong> interview had on average ten years <strong>of</strong> experience in teaching science at
secondary school level.
There is for example a new approach to determining <strong>the</strong> value <strong>of</strong> ‘g’ which hardly ever
produces <strong>the</strong> same results [teacher B1]
I find it a bit awkward when <strong>the</strong> experiments that you set up in class does not always
work when <strong>the</strong> learners try it [teacher B2]
With change in curriculum we cannot use <strong>the</strong> old textbooks to <strong>the</strong> same extent and new
textbooks don’t always address all <strong>the</strong> content <strong>of</strong> <strong>the</strong> curriculum [teacher B4]
It would also help if we had programmes that learners could participate it in. We have
apathy for science by learners currently. [teacher B7]
The science educators indicated that <strong>the</strong> new content included in <strong>the</strong> curriculum needed attention and
that <strong>the</strong>re was a shortage <strong>of</strong> textbooks that were aligned with <strong>the</strong> new curriculum. They also identified
challenges faced with conducting practicals and experiments prescribed in <strong>the</strong> curriculum.
4.3.3 School C
This school had a new principal who was slowly getting to know his teachers. The principal also
taught science to Grade 10 learners. The head <strong>of</strong> <strong>the</strong> science department <strong>of</strong> <strong>the</strong> school is well
qualified to teach <strong>the</strong> subject but complained about a heavy administrative load which prevented him
from adequately supporting <strong>the</strong> younger science teachers. The following are some <strong>of</strong> <strong>the</strong> priority
needs expressed by teachers:
I was never trained as a technology teacher and am filling in to teach <strong>the</strong> subject. There
are a number <strong>of</strong> areas in <strong>the</strong> technology curriculum that I need support and resources to
be able to teach <strong>the</strong> subject effectively.[teacher C2]
We have some equipment in <strong>the</strong> science lab. I am not sure if <strong>the</strong>y all work. Setting up <strong>the</strong>
apparatus is a problem since one deals with sharing <strong>the</strong> lab. And <strong>the</strong>n I am not sure how
to assess practicals and experiments.[teacher C3]
I think we need to develop a resource base amongst ourselves which can be supported
by centres like yourselves and o<strong>the</strong>r NGOs can add to. Once build up such a resource
base would be a starting point to teach any topic. [teacher C5]
We also need learner friendly experiments and books to guide us to do <strong>the</strong>se learnerfriendly
experiments.[teacher C9]
There was general agreement that some kind <strong>of</strong> supportive intervention was needed assist <strong>the</strong>
technology teacher but also to assist teachers conducting practical work safely, how to assess <strong>the</strong>se
experiments and resources that would provide teachers with a guide on how to teach specific content.
Laboratory safety was also identified as a priority for both teachers and learners. Learner involvement
in science projects was also highlighted as an additional need.
4.3.4 School D
The group interview at School D was very interactive as teachers and principal at times shared a
difference <strong>of</strong> opinion and were allowed to express <strong>the</strong>se difference in a fairly safe environment. The
differences mainly centred around <strong>the</strong> resources made available for <strong>the</strong> science department
compared to o<strong>the</strong>r learning areas. Teachers expressed <strong>the</strong>ir views about a science laboratory that
was used as a classroom and <strong>the</strong> very limited apparatus and chemicals available to teach <strong>the</strong> content.
We need fully functional science laboratories for both life and physical sciences so that
<strong>the</strong> subjects can come to fruition. Even if <strong>the</strong> stock was provided for half <strong>the</strong> curriculum
that we have to teach that would go a long way. [teacher D2]
Learners want to be involved in <strong>the</strong> science practicals. Is <strong>the</strong>re a way that we can get
<strong>the</strong>m more involved in <strong>the</strong>ir own science clubs. [teacher D3]
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