Improvisation as a strategy for the teaching of physical science in Venda with reference to teacher training

• Main Author: Sirestarajah, Kulandaivelu
• Other Authors: Dreckmeyr, M. (Marthinus), 1943-
• Format: Others
• Language: en
• Published: 2015
• Subjects: Improvisation; Teacher training; Science teaching; Pre-service and in-service training; Science teaching strategy; Home-made equipment in science teaching; Science teaching with simple equipment; Meaningful science education; Student-centred learning; Project work in science; Scientist-teachers to teacher-technicians; Science learning at various domains; 507.8; Physical sciences > Study and teaching > South Africa > Venda
• Online Access: http://hdl.handle.net/10500/16047

Practical work forms an integral part of physical science. Most schools in Venda have no laboratories for practical work. Teachers use the telling method. Students learn by rote. They learn without understanding science concepts. They cannot apply their knowledge to real life situations. This research investigates the use of equipment from inexpensive material in teaching physical science. Teachers trained to improvise equipment use them in classroom teaching. These help teachers to understand many science concepts and use the process approach in their teaching. The research found that when science is taught through experiments with improvised apparatus, student learning occurs at various domains of science education. The bad effects of lack of facilities for practical work are mostly eliminated. Meaningful learning leads to the understanding of science concepts. Students construct their own knowledge, apply it to any situation and enjoy learning the subject. === Curriculum and Instructional Studies === M. Ed. (Didactics)