Enhancing Pedagogical Development of Natural Science Teachers through a Key Concepts in Science Project: A Social Constructivist Perspective
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| Title: | Enhancing Pedagogical Development of Natural Science Teachers through a Key Concepts in Science Project: A Social Constructivist Perspective |
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| Language: | English |
| Authors: | Wiets Botes, Anita Philip |
| Source: | Research in Social Sciences and Technology. 2025 10(1):191-208. |
| Availability: | Research in Social Sciences and Technology. Yesilova Mah. Caldiran Cad. 29/11 Etimesgut Ankara, Turkey; Web site: https://ressat.org/index.php/ressat |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Elementary Education Grade 8 Junior High Schools Middle Schools Grade 9 High Schools |
| Descriptors: | Natural Sciences, Science Teachers, Scientific Concepts, Cooperative Learning, Experiential Learning, Hands on Science, Constructivism (Learning), Science Projects, Instructional Development, Teacher Attitudes, Teaching Methods, Course Descriptions, Faculty Development, Science Curriculum, Foreign Countries, Secondary School Teachers, Grade 8, Grade 9 |
| Geographic Terms: | South Africa |
| ISSN: | 2468-6891 |
| Abstract: | This study investigated whether the Key Concepts in Science Project influenced the pedagogical development of Natural Science teachers. Grounded in social constructivism, emphasising collaborative learning and hands-on interaction, the study employed qualitative methods to collect empirical data. Through photographic evidence, field notes, and focus group discussions with participating teachers, the study unveiled several themes, including the mastery of practical teaching approaches, horizontal and vertical knowledge articulation in syllabus delivery, sharing of best practices, and the significance of practical demonstrations in school settings. Field notes highlight rich information sharing and teacher commitment to professional development. The findings underscore the pivotal role of partnering with local community schools in fostering teacher optimism, resilience, and ongoing professional growth. This research offers valuable insights for educators seeking to enhance practical teaching skills and promote effective science education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1467303 |
| Database: | ERIC |
| Abstract: | This study investigated whether the Key Concepts in Science Project influenced the pedagogical development of Natural Science teachers. Grounded in social constructivism, emphasising collaborative learning and hands-on interaction, the study employed qualitative methods to collect empirical data. Through photographic evidence, field notes, and focus group discussions with participating teachers, the study unveiled several themes, including the mastery of practical teaching approaches, horizontal and vertical knowledge articulation in syllabus delivery, sharing of best practices, and the significance of practical demonstrations in school settings. Field notes highlight rich information sharing and teacher commitment to professional development. The findings underscore the pivotal role of partnering with local community schools in fostering teacher optimism, resilience, and ongoing professional growth. This research offers valuable insights for educators seeking to enhance practical teaching skills and promote effective science education. |
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| ISSN: | 2468-6891 |
