Exploring a Grade 11 Teacher’s Conceptions of the Nature of Science

Mokiwa, Hamza Omari

doi:10.5901/mjss.2014.v5n2p247

Cited by 1 publication

(2 citation statements)

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“…Despite its practicality as a conceptual tool for organization of the chemical elements and understanding their properties, most teachers experience difficulties when teaching science content at secondary school level (Mokiwa 2014a;2014b;Mudau, 2013;Ejiwale, 2013;Jita & Ndlalane, 2009). The issues of what kind of knowledge is adequate for making effective instructional decisions or designing appropriate learning environments are on the agenda of current research world-wide (Malcolm & Alant, 2004).…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

“…However, for many Physical Sciences teachers, this topic is considered difficult to teach where several studies reported that the majority of teachers experience difficulties when teaching science content at secondary school level (Mokiwa 2014a;2014b;Mudau, 2013;Ejiwale, 2013;Jita & Ndlalane, 2009). In the South African context, Physical Sciences is a subject that investigate physical and chemical phenomenon and it is taught from grades 9 to 12.…”

Section: Introductionmentioning

confidence: 99%

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Reflections on Teaching Periodic Table Concepts: A Case Study of Selected Schools in South Africa

Mokiwa

2017

EURASIA J MATH SCI T

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The Periodic Table of Elements is central to the study of modern Physics and Chemistry. It is however, considered by teachers as difficult to teach. This paper reports on a case study exploring reflections on teaching periodic table concepts in five secondary schools from South Africa. Qualitative methodology of interviews and document analysis were used to collect data from five participants that were purposively selected. One specific research question was addressed: what practices inform Physical Sciences teachers when teaching periodic table of elements? Results showed that all participants were able to describe specific teaching and learning difficulties, such as relating the properties of substances to characteristics of the constituent particles. They further, recognised the importance of using models of atoms and molecules to promote understanding. These findings have implications for science teaching, learning and teacher education.

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