EXPLORİNG SUBJECT MATTER KNOWLEDGE OF SOME TEACHERS İN THE SENİOR PHASE NATURAL SCİENCE CLASSROOM
Main Article Content
Ndivhuwo Prudence Netshivhumbe
The purpose of this interpretative qualitative study was to examine the subject matter knowledge of senior phase natural science teachers in some of the schools positioned in the Vhembe district of the Limpopo province. A Classroom Practice Diagnostic Framework has been used as a theoretical framework for this study. Classroom observations and interviews were used to collect data from natural science teachers. The results of the study show that teachers have subject matter knowledge as they were able to teach natural science subject to their learners, clarify misconceptions and learners were able to relate what they are taught in natural science with their environment. However, the teachers did not specialised with natural sciences in their teaching qualifications. Furthermore, teachers employed different methods such as questioning, demonstrations, examples and discussions which encouraged and motivated learners to actively participate in their learning. The findings also revealed that teachers used different materials to support their classroom practices and to assist learners in understanding the concepts taught. It is recommended that teachers should be encouraged to attend subject matter knowledge continuous development programmes to enhance their knowledge in all subjects they teach for learners to have a good foundation and interest on their school subjects.
Adeniran, S.A. (2020). Influence of Teaching and Learning Resources on Student’s Performance in Senior Secondary Schools in Gusau Local Government, Zamfara State. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 18,124-131.
Budiastra, A. K., Erlina, N, & Wicaksono, I. (2019). The factors affecting teachers’ readiness in developing science concept assessment through inquiry-based learning process in elementary schools. Advances in Social Sciences Research Journal, 6(9), 355-366.
Department of Basic Education. (2011). Curriculum and assessment policy statement grade 7-9. Natural Sciences. Pretoria: Government Printers.
Jadama, L. (2014). Impact of Subject Matter Knowledge of a Teacher in Teaching and Learning Process. Middle Eastern & African Journal of Educational Research,7
Mudau, A.V. (2016). The classroom practice diagnostic framework: A framework to diagnose teaching difficulties of science. Eurasia Journal of Mathematics, Science and Technology Education, 12(11), 2797-2815.
Murtaza, A.L, Zubair, A.C., & Saima, B. (2023). An overview of the influence of teachers` subject matter knowledge on students’ academic achievement. In Journal of Academic Research for Humanities, 3(3), 252–258A.
Netshivhumbe, N.P. (2018). Classroom practices of some natural sciences teachers of the Vhembe district, Limpopo province. Master of Education thesis. University of South Africa.
Netshivhumbe, P.N., & Mudau, A.V. (2021). Teaching challenges in the senior phase natural sciences classroom in South African schools: a case study of Vhembe district in the Limpopo province. Journal for the Education of Gifted Young Scientists, 9(4), 299-315. http://dx.doi.org/10.17478/jegys.988313
Nieuwenhuis, J. (2016). Qualitative research designs and data gathering technique. In Maree, K. First steps in research. Pretoria: Van Schaik publishers.
Nkanyani, T.E. (2018). Teaching difficulties of natural sciences educators in the planet, earth and beyond strand in the Sekgosese East Circuit of Limpopo. Master of Education thesis. University of South Africa.
Shulman, L. (2021). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), 4-14.
