Strategies of teaching and learning

For any teaching situation, it is essential to address clear and appropriate learning goals and objectives, to build concepts and principles in such a way that learners grasp them with ease; to develop skills and to practise dispositions that are valued by the community (Hammerman, 2006:xiv-xv). This can be done by effective lesson planning and learning. Muzah (2011:25) states that literature demonstrates the growing realisation that most learning theories have great value in the organisation of knowledge, have value in the direction of research for new knowledge, are used in the solution of problems, are of importance in understanding how children learn and hence facilitate learning and teaching processes in our daily situation and in classroom in particular.

The point of departure would be to select a topic or theme from the Physical Sciences curriculum and to then research and review the content information about the topic. The set of key concepts and principles to be developed that are appropriate for the grade level and content are then selected. Ideally teachers should then design one or more graphic organisers to show the relationships between concepts or concept categories. Throughout the lesson planning exercise, it is important to consider the development of process skills of science, critical and creative thinking skills, and dispositions to include and emphasise (Hammerman,

37

2006: xiv-xv). This procedure is salient for science educators and their learners to follow as it would facilitate a more effective and structured science lesson planning and learning effort. Hammerman (2006: xiv-xv) states that diversity should be accommodated through meaningful contexts. This can be done by considering various types of contexts for the development of quality instruction and include a cultural context especially when indigenous knowledge is revealed. Ideally varied methods should be used that engage and challenge learners intellectually and address prior learning, misconceptions, and new learning, and embeds strategies that allow learners to develop new or modified thinking frames with links to their own lives, technology, and issues relevant to their communities. It is important to research learning activities and experiences and to modify existing activities or design new activities. A consistent format should be applied to craft each instructional activity and experience, and should include multiple and varied methods and strategies for meeting the needs of learners. Activities and experiences for re-learning and for extended learning should be considered to assist learners with barriers as well as gifted learners. Every Physical Sciences teacher should apply diversity in the lessons by asking questions from the syllabi of previous grades to determine how far the learners are in their understandings of their previous work. In addition, classroom teaching and learning should be complemented by performing practical work in the laboratory.

Instead of only using traditional teaching methods, such as the lecture method, learners could be requested to make models of molecules and other things to improve concept formation through visualisation. Learners could be requested to write projects on selected topics as group work and after an agreed-upon time to report in turn to the whole class and discuss these reports. As an incentive learners could be taken on excursions to institutions of higher learning particularly to their Physics and Chemistry departments to stimulate interest in Physical Sciences and possible career opportunities

38

Besides mastery of content, the development of critical thinking and problem-solving skills need to be considered. This could be done by using questioning and other techniques for learners to make sense of what they are learning (Fisher, 1995:92; Hammerman, 2006:xiv-xv;). A variety of ways should be identified for learners to frame their thoughts and to link new learning to prior learning and in so doing making connections to their lives, technology and society. To do this, learners should have notebooks that reflect what learners design, do, record, write, research and so forth throughout the year. In class learners must take notes in writing of what is taught in a lesson; they must solve problems given to them by the teacher or those found in the textbook and need to actually conduct experiments in the laboratory assisted by the teacher (Laursen, Hunter, Seymour, Thiry & Melton, 2010:39-40).

It is important to use equipment, materials and resources to enhance learning and provide a challenging learning environment. Resources, equipment and materials that will be needed for effective teaching should be considered as well as management strategies and safety issues. Finally a well-designed assessment system should be implemented to monitor and guide the learning process and to provide feedback to learners about their learning. A rich assortment of formative assessments needs to be designed as well as rubrics to enable learners to assess themselves. Assessment data can be used to assess the effectiveness of teaching and learning. Learners need to write tests and sit for examinations, complete assignments and projects. It is always helpful for learners to ask the teacher questions as well as other learners. This enables learners to increase their learning and understanding (Laursen et al, 2010:39-40).

The preceding guidelines could be used by Physical Sciences teachers for effective teaching in the classroom setting. They are quite practical in most learning environments and would make sense to learners too as the intention is to enable learners to become scientific thinkers. Stone (2007:39) states that learners will be good thinkers when they have a deep understanding of key scientific concepts and that good scientific thinking means being able to generate questions for inquiry, develop sound hypotheses, design controlled experiments, collect and present appropriate data, use evidence to support a conclusion, and effectively communicate an

39

experimental process. The acquisition of these skills will not only be useful for the mastery of Physical Sciences, but will also be useful for learners in future irrespective of the careers they follow.