Classroom interaction between teachers and learners

Classroom interactions between teachers and learners comprise all the actions of teachers and learners during a lesson in the classroom or experiment in the laboratory. Fisher (1995:12) states that social interaction is the key to success in learning. We learn more in collaboration with others, namely, parents, other learners and adults than we can by ourselves. Stone (2007:5) states that over the preceding 21 years of teaching science he had worked increasingly hard to find, modify, and include hands-on, minds-on activities in his classroom. He began by collecting laboratory activities from dozens of text series and books of hands-on science activities. Activities were modified to emphasise observation, data collection, data analysis, conclusions, support for conclusions, and applications that entail the development of process skills. His goal was to find activities for every major concept that learners needed to learn forming the primary mode of instruction. Stone succinctly reiterates the necessity of actually doing things during the teaching and learning in the science classroom to help learners to internalize the knowledge.

Farenga and Joyce (1997:248) state that young children bring a variety of experiences to the classroom; therefore teachers are required to engage learners in learning experiences that build upon this prior knowledge. Thus to connect the new data with the pre-existing knowledge teachers need to be aware of learners’ prior experiences. One way to do this is by using baseline assessment at the start of a grade or a section of work to establish what the learners already know or what their level of skill is in a particular kind of activity (Kelder:2005:23). For instance, at the start of Grade 10, learners may be assessed as to how well they can set up an experiment by following a list of written instructions.

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Another idea that could help both the teacher and learners structure their deliberations in the classroom would be to construct a framework for small groups for discussions (Ratcliffe, 1998:55). Such a framework could be organised with items and under each item there would be a number of questions that learners would have to work on. Such a framework would assist the teacher to engage learners by way of clarifying their deliberations and conclusions. Further classroom implications of this activity could be to encourage learners to relate their experience of school science to real problems and to develop social responsibility. Teachers can motivate the learners to further explore the issue, and assist learners to verbalise, listen and to argue logically. The framework could also assist learners to develop skills of systematic and thoughtful reasoning and analysis, and help learners to understand science concepts (Ratcliffe, 1998:57). This may lead to successful classroom interactions between the teacher and learners during the science lessons and promote Physical Sciences mastery.

Discussion on challenges experienced with Physical Sciences teaching follows. 2.4.5 Challenges experienced with Physical Sciences teaching.

Stavy and Tirosh (2000:vii-viii) state that a major thrust in science education has been the study of learners’ conceptions and reasoning in science . Such studies have been carried out in Physics. Most of this research has been content-specific and concerned with providing detailed descriptions of specific alternative concepts. In view of the volume of documented instances of alternative conceptions, preconceptions (ideas or opinions that are formed before having enough information or experience) and misconceptions (ideas or beliefs that are not based on correct information) in science, a description covering categorisation, general resources and appropriate educational approaches would seem to be in order. Such a description would have both explanatory and predictive powers and should enable researchers and teachers to foresee learners’ inappropriate reactions to specific situations in science.

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Ramnarain and Modiba (2013:65-66) state that in South Africa a new conceptualisation of science literacy in a revised curriculum places an immense burden on science teachers in first translating the goals of scientific literacy as elucidated in the curriculum, and then drawing upon curriculum design principles in advancing these goals. Further, Ramnarain and Modiba (2013:68) state that a reconceptualisation of scientific literacy from a curriculum dominated by content specification to one where the goals of scientific literacy are more broadly defined has resulted in uncertainty among many South African teachers. Further the regular curriculum changes have had a negative effect on teacher morale as they hardly master the requirements of a curriculum before another is introduced. These challenges would have an effect on teacher commitment and in that way influence learner achievement. Particular challenges that are experienced by teachers need to be identified and addressed to enable teachers and researchers to prepare possible remedial measures for these challenges.

The preceding section identified some of the challenges facing science teachers in South Africa as they do their work at school. There are many of these challenges warranting that the powers that be in the education of the country address them so as to smooth the education process of the land for learner science performance improvement