The Development and Use of Improvised Science-Teaching Models: A Case of Natural Science Pre-Service Teachers

Abstract

The study aimed to describe how a team of final-year pre-service teachers followed the process of improvisation to develop and utilise improvised science-teaching models during a teaching practicum experience. Guided by a conceptual understanding of the process of improvisation, this purposeful qualitative case study sought to respond to a series of research questions. These research questions are: “What are the issues that necessitate the need to develop science-teaching models for a teaching practicum experience?”, “How could the process of improvisation enable Natural Science pre-service teachers to develop improvised science-teaching models for a teaching practicum experience?” and “To what extent do the Natural Science pre-service teachers utilise the improvised science-teaching models in their teaching practicum?” Data collection methods such as spontaneous free-response e-mail communications, a focus-group discussion, and the use of photo-voice methodology yielded rich empirical data. The findings revealed how the Natural Science pre-service teachers ultimately engaged with the improvisation principles to develop improvised science-teaching models from low-cost and recycled materials. The paper further describes how the improvised science-teaching models were introduced in the pre-service teachers’ Natural Science lesson delivery as part of a model-based teaching approach. Findings from the study suggest that initial teacher education programs render environmental and contextual consciousness in shaping pre-service teachers for the diverse schooling contexts. The study further suggests that initial teacher education programs be intentional towards structuring module course material to make the skill of improvisation accessible to pre-service teachers as part of their teacher development.

Assessing the efficacy of locally constructed model kits in teaching and learning of writing and naming binary compounds

“…Akuma and Callaghan (2016) used the terms "low-cost equipment" and "selfcreated models" to characterise improvised teaching materials. Typically, these materials, according to Akuma and Callaghan (2016), as well as Botes (2021), are made from easily accessible local resources or materials like plastic, cardboard, straws, wood, tin cans, etc.…”

Research Types in Science Education Journal Articles: Identifying Major Trends

“…They correspond to the general principles that learners should participate actively in teaching sessions and activities and that teaching should be planned based on the learners' experience. These principles are highly promoted as foundational for contemporary teaching practices as they are considered to lead to effective teaching (Botes, 2021;Kazempour et al, 2020;McCollough et al, 2019;NGSS, 2012;OECD, 2000;Viro et al, 2020).…”

“…Through understanding, it is possible to appreciate and justify the validity of knowledge, generally and specifically. It can also prevent the possibility of accepting any kind of knowledge that is not derived through proper methodological approach that can be false (Botes, 2021;McCollough et al, 2019;NGSS, 2012;OECD, 2000).…”

“…Certainly, the barriers between these abilities are not precise and clear. Achieving scientific literacy requires the acquiring and combining of all three (Botes, 2021;McCollough et al, 2019;NGSS, 2012).…”

Demonstrating Pedagogical Content Knowledge Through the Development of Educational Science Board Games

“…One particular teaching technique informed by the notion of gamification is the use of educational science board games. Educational science board games are games designed to teach scientific concepts and terminologies to learners of all ages in a fun and engaging manner (Botes, 2021;Chen et al, 2021). These games combine game mechanics with educational content, making learning a more interactive and immersive experience.…”