"Intrinsic teaching challenges relating to practical investigations in some classrooms: An instructional design perspective"
| Dublin Core | PKP Metadata Items | Metadata for this Document | |
| 1. | Title | Title of document | Intrinsic teaching challenges relating to practical investigations in some classrooms: An instructional design perspective |
| 2. | Creator | Author's name, affiliation, country | Fru Vitalis Akuma; Department of Science, Mathematics and Technology Education, Faculty of Education, University of Pretoria, Pretoria, South Africa; South Africa |
| 2. | Creator | Author's name, affiliation, country | Estelle Gaigher; Department of Science, Mathematics and Technology Education, Faculty of Education, University of Pretoria, Pretoria, South Africa; South Africa |
| 3. | Subject | Discipline(s) | |
| 3. | Subject | Keyword(s) | inquiry-based practical work; inquiry-based science education (IBSE); instructional design; intrinsic teaching challenges; practical investigations; South Africa |
| 4. | Description | Abstract | The inquiry-based strategy in science education is widely recommended and incorporated in practical work. However, contextual and intrinsic teaching challenges associated with practical investigations (inquiry-based practical work), occur in resource-constrained physical sciences classrooms in South Africa. The intrinsic challenges have previously been identified from the perspective of the pedagogical content knowledge framework and the concerns-based adoption model. In this article we present a novel approach, investigating the intrinsic challenges from a viewpoint of instructional design. The multi-method technique was used to collect data which was analysed by combining the deductive and the inductive approaches in thematic analysis. The findings consist of intrinsic teaching challenges in the initiation, planning, and implementation phases of practical investigations. Examples of the challenges include practical work being considered to have a confirmatory role, inadequacies linked to addressing learner safety, and unfamiliarity with well-known instructional models. While new challenges were identified, the findings add a new perspective to intrinsic challenges relating to practical investigations in the context of physical sciences education in South Africa. Also, the findings enhance global knowledge about the complexity of intrinsic teaching challenges linked to practical investigations. In addition, the findings inform teacher support while suggesting lines of future research linked to practical investigations in resource-constrained physical sciences classrooms in South Africa and beyond. https://doi.org/10.15700/saje.v43n1a2132 ORCiD iDs of authors: Fru Vitalis Akuma – https://orcid.org/0000-0002-8719-0868 Estelle Gaigher - https://orcid.org/0000-0003-3446-9571 |
| 5. | Publisher | Organizing agency, location | Education Association of South Africa |
| 6. | Contributor | Sponsor(s) | The authors express their gratitude for the comments by the anonymous reviewer which led to the considerable enhancement of our article. We also appreciate the input of the editorial office of SAJE. |
| 7. | Date | (YYYY-MM-DD) | 2023-06-10 |
| 8. | Type | Status & genre | Peer-reviewed Article |
| 8. | Type | Type | |
| 9. | Format | File format | |
| 10. | Identifier | Universal Resource Indicator | https://www.sajournalofeducation.co.za/index.php/saje/article/view/2132 |
| 11. | Source | Journal/conference title; vol., no. (year) | SA Journal of Education; Vol 43, No 1 (2023) |
| 12. | Language | English=en | en |
| 13. | Relation | Supp. Files | |
| 14. | Coverage | Geo-spatial location, chronological period, research sample (gender, age, etc.) | |
| 15. | Rights | Copyright and permissions | If the article is accepted for publication, copyright of this article will be vested in the Education Association of South Africa. All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated. |