Probing Physical Sciences Teachers’ Chemical Laboratory Safety Awareness in Some South African High Schools

Abstract

There is a scarcity of studies that focus on how South African high school physical sciences teachers are grappling with chemical laboratory safety (CLS). This is despite the fact that the Curriculum and Assessment Policy Statements in the South African school system increased emphasis on laboratory activities in the physical sciences. Department of Basic Education authorities have increased the supply of resources, including chemicals, in schools to ensure the successful implementation of the practical component. This quantitative study investigates physical sciences teachers' levels of CLS awareness through a conceptual framework developed by the United States National Research Council aimed at promoting chemical laboratory safety in developing countries. A laboratory safety survey questionnaire for teachers was administered to 72 physical sciences teachers from 72 schools in one province. The questionnaire consisted of 14 statements with a four-point Likert scale. Teacher CLS awareness was found to be generally suboptimal, especially concerning awareness of safe chemical storage and waste disposal, and emergency laboratory safety procedures. Results from the computed Pearson chi-squared tests for statistical significance suggest that teachers from better-resourced schools and those who had majored in chemistry had greater awareness than those from less wellresourced schools and those who had not majored in chemistry. Authorities could consider safety awareness training to accompany the provision of resources to schools and target those teachers who may not have majored in chemistry. Such training could include, but not be limited to, online laboratory awareness courses that exploit the use of multiple virtual tools.

Science pre-service teachers’ experience with mentors during teaching practice

“…The absence of laboratories, laboratory equipment, and chemicals coincide with the findings of George (2017) in Lesotho, Gudyanga (2020) and Gudyanga andJita (2019) in South Africa, andMudulia (2012) in Kenya. The absence of resources has a significant impact on the enacted PCK in the specific school and limits the preservice teachers from attaining their maximum potential professional development.…”

“…Science laboratory activities have the impact of motivating students and improving understanding of science concepts (Hermansyah et al, 2018;Srisawasdi & Panjaburee, 2019). However, several studies like George (2017) in Lesotho, Gudyanga (2020) and Gudyanga and Jita (2019) in South Africa, and Mudulia (2012) in Kenya highlighted the absence of laboratories, laboratory equipment, and chemicals in schools. Students tend to learn science by memorizing concepts in preparation for examinations.…”

Secondary School Students' Knowledge and Views on Laboratory Safety

“…It also contributes to developing students' psycho-motor skills and communication skills (Hofstein & Lunetta, 2004). Despite its various benefits, the teachers do not want to do laboratory studies for various reasons (Hackling, Goodrum & Rennie, 2001;Yazıcı & Özmen, 2015). Insufficient course time (Hackling, Goodrum & Rennie, 2001;Hodson, 1990;Yazıcı & Özmen, 2015), crowded classes (Aydoğdu, 2018;Uluçınar, Cansaran & Karaca, 2004), labs being inadequate in terms of equipment (Hofstein & Lunetta, 2004;Nakiboğlu & Sarıkaya, 1999;Yazıcı & Özmen, 2015) are among the factors that hinder laboratory studies.…”

“…Despite its various benefits, the teachers do not want to do laboratory studies for various reasons (Hackling, Goodrum & Rennie, 2001;Yazıcı & Özmen, 2015). Insufficient course time (Hackling, Goodrum & Rennie, 2001;Hodson, 1990;Yazıcı & Özmen, 2015), crowded classes (Aydoğdu, 2018;Uluçınar, Cansaran & Karaca, 2004), labs being inadequate in terms of equipment (Hofstein & Lunetta, 2004;Nakiboğlu & Sarıkaya, 1999;Yazıcı & Özmen, 2015) are among the factors that hinder laboratory studies. Böyük, Demir & Erol (2010) found in their study that secondary school science teachers did not know the laboratory materials sufficiently, could not use them and did not have enough knowledge of maintenance and repair of these materials.…”

“…As a result of the study, it was reported that teachers have deficiencies in laboratory safety. Gudyanga (2020) researched the levels of chemical laboratory safety (CLS) awareness of physical sciences teachers. Teacher CLS awareness was generally suboptimal, especially concerning awareness of safe chemical storage and waste disposal and emergency laboratory safety procedures.…”