An investigation into the knowledge and practice of learner-centred methods of teaching by physical science teachers in the Omusati education region select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.advisor en_US
dc.contributor.advisor en_US Awe, Grace A. en_US 2014-02-07T14:08:03Z 2014-02-07T14:08:03Z 2007 en_US
dc.description Submitted to the Faculty of Education of the University of Namibia in partial fulfilment of the requirements for the degree of Master of Education en_US
dc.description.abstract en_US
dc.description.abstract This study was undertaken to determine the knowledge and practice of learner-centred methods of teaching by Physical Science Teachers in the Omusati Education Region. The study addressed the following questions: a) What is the Physical Science Teachers' understanding of the concepts learner-centred education (LCE) and learner-centred methods of teaching? b) What type of training have the Physical Science Teachers received to facilitate the use of learner-centred methods of teaching in their classrooms? c) How do Physical Science Teachers implement learner-centred methods of teaching in the classroom? d) What problems do Physical Science Teachers face in the use of the learner-centred methods of teaching in the classroom? and e) How are the Physical science teachers overcoming the problems preventing the effective use of the learner-centred methods of teaching? en_US
dc.description.abstract Using the case study method and purposeful sampling procedures, data were collected through observation schedules, standardized open-ended interviews and questionnaires from nine Physical Science Teachers in selected secondary schools in the Omusati Education Region. The study found that the Physical Science Teachers used only a few learner-centred methods of teaching in the classroom, including the question and answer method, the discussion method and the independent inquiry method en_US
dc.description.abstract The study also revealed that Physical Science Teachers engaged in few learner-centred practices that promoted active participation of learners in the teaching/learning process. Such practices included giving students the opportunities to ask questions, allowing students to respond to other students' contributions, encouraging all students to participate in the teaching/learning process, teachers responding to the learners' questions, the teacher sometimes allowing the students to teach each other at some stage in the lesson and allowing learners to work individually mostly through classroom exercises. However, the Physical Science Teachers did not involve learners in the evaluation of their own work, did not encourage learners to work in groups although in some schools, the classroom arrangement was learner-centred i.e. learners sat in groups. Learners were not involved in the selection and organization of the learning activities, they were not allowed to move freely in the classroom and peer tutoring was not encouraged. In addition, the teachers preferred those learner-centred methods of teaching and practices that enabled them to retain control over the teaching and learning process. Further, the study showed that Physical Science Teachers had knowledge of the various learner-centred methods of teaching, however they were skeptical about their sole use and preferred the lecture method which is teacher-centred. In addition, it was found that they lacked adequate chairs, teaching and learning aids and laboratory equipment that could help to foster the teaching of Physical Science in a learner-centred way en_US
dc.description.abstract In the light of the above findings, the study recommends that teachers should use all the different learner-centred methods of teaching which includes the following methods, group work, discussion, project work, question and answer, independent inquiry, peer tutoring, practical and experimentation, discovery, field trips and simulations to cater for individual needs and to maximize learner participation in the teaching/learning process. The study also recommends that the Physical Science Teachers be given adequate resources such as science equipment and teaching aids. This could encourage them to adopt various learner-centred methods of teaching. In addition, the study further recommends that the time allocated for teaching Physical Science be increased from 45 minutes to 90 minutes in order to give the teachers ample time to organize the lesson especially practical lessons in a learner-centred way. en_US
dc.format.extent xvi, 90 p en_US
dc.language.iso eng en_US
dc.source.uri en_US
dc.source.uri en_US
dc.subject Physical science en_US
dc.subject Study and teaching en_US
dc.title An investigation into the knowledge and practice of learner-centred methods of teaching by physical science teachers in the Omusati education region en_US
dc.type Thesis en_US
dc.identifier.isis F004-199299999999999 en_US Windhoek en_US Namibia en_US University of Namibia en_US Master of Education en_US
dc.description.status Successfully Downloaded file : en_US
dc.masterFileNumber 3329 en_US

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