The role of demonstrations in the teaching and learning of natural science
Abstract
The new political dispensation in South Africa has brought with it a daunting task in educational
development. The teaching and learning of Physical Science at high school level has continued to
challenge educators. The quest for science teaching and learning that enhances conceptual
development and hence understanding in Physical Science is continuing to be of great importance.
This study was intended to probe and elicit problems encountered by educators in the teaching of
Physical Science grade 12. Central to the problem is the perception held by educators about lecture
demonstrations. Educators use lecture demonstrations as a means to prove existing scientific
theories and not as a means to fulfil the constructivist nature of the approach.
The aim of the study was to give a global view on the role that lecture demonstrations play in the
teaching and learning of Physical Science in grade 12. The study was conducted with the aid of
learners (N = 109) and educators (N = 20) of schools that are in and around the Potchefstroom
district. The investigation was administered by means of a questionnaire to educators and learners
as well as a pre- and a post-test to the latter. The results were used to analyse the role lecture
demonstrations play in the conceptual development of grade 12 learners.
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