Curriculum reform worldwide has often reflected changing perspectives on the teaching and learning of science. Such perspectives underline the notion that not only the teaching of science content knowledge is relevant but also the aims and methods scientists use to further their knowledge and the social context in which science is applied. We call…

Teaching in rural schools is frequently marked by challenges ranging from restricted technological infrastructure and geographical remoteness to sparse professional development. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT), this paper reports findings from a sequential explanatory mixed-methods study that investigated…

This research analyzed the state of metacognition in South African Physical Science classrooms, the extent to which South African Physical Science teachers possess metacognitive awareness, and how effective the teachers are in fostering metacognition. Assessment of the current state of metacognition in a sample of Physical Science classes at two…

The advantage of VLs lies in their capacity for simulating real-world lab experiences within a fully immersive digital environment, yet the uptake in rural schools in developing countries remains low. To understand this paradox, this study explores the perceptions of seven secondary school science teachers in a rural district in South Africa.…

The intervention programmes have a direct influence on teachers' knowledge of teaching different topics. This paper focuses on how Grade 8 natural science teachers' knowledge developed during an intervention programme. Eight schools were selected to participate, and 25 Grade 8 Natural Sciences teachers from Gauteng province participated. Data were…

Research has extensively documented the benefits of inquiry-based science teaching, but less attention has been paid to how novice teachers' personal teaching goals influence their implementation of this approach. This study aimed to explore novice physical sciences teachers' goals to understand how they relate to IBI implementation. This research…

The study explored science teachers' perceptions of Scientific Investigations (SI) and their classroom practices in South Africa. An explanatory sequential design using qualitative and quantitative approaches was used. Qualitative data were collected first using interviews and classroom observations, followed by quantitative data using a…

This century, the twenty-first century, is a century of science and technology explosion. This is the period when the boon of science has arrived in almost every corner of the world. One such example is exposure to information (data) using a cell phone, bypassing a computer. This has made information available to the masses at a much cheaper rate…

The present study explores the validity of inferences that may be drawn from the Trends in International Mathematics and Science Study (TIMSS) learner achievement data by measuring the South African curriculum-TIMSS alignment for the Grade 8 science assessments from 2007 to 2019. The Singapore curriculum--TIMSS alignment indices are a fair…

In classrooms worldwide, the use of English to teach science subjects is becoming increasingly common. There is an increasing number of English-as-a-second/foreign-language learners studying science in English. This review examines 66 empirical studies on this topic published from 2000 to 2021. We critically review and synthesise evidence of the…

This study investigates the perspectives of physical sciences teachers regarding implementing learning style-based instructional strategies [LSBIS] in science classrooms in South Africa. The aim is to identify the challenges and opportunities associated with integrating these strategies into teaching practices. Research on learning styles and…

The adoption of Emergency Remote Teaching (ERT) during the COVID-19 Pandemic brought a shift in how lecturers teach in higher education, posing a threat to the usual development of competencies in students. This study aimed to uncover the knowledge and skills backlogs experienced by pre-service teachers. The study is framed within various concepts…

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…

Preservice teachers who are specialising in the teaching of the subject natural science at a primary school level, ought to demonstrate the ability to present lessons that provoke a joyful yet meaningful educational experience amongst learners. One such approach that was taken, was when natural science preservice teachers were tasked with…

The purpose of the study reported on here was to investigate the role of partnerships in helping in-service teachers overcome the difficulties associated with performing practical work prescribed in the Life Sciences Curriculum and Assessment Policy Statement (CAPS), an educational policy intended to transform the South African school curriculum…