The views and experiences of Grade 10 Life Sciences teachers on the compulsory practical examination
With the introduction of the Life Sciences (LS) Curriculum Assessment Policy Statement (CAPS) in 2012 in South African schools, a practical examination has become compulsory in grades 10 and 11. The LS CAPS policy stipulates the types of practical work that needs to be conducted to develop specific...
| Format: | Article |
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| Language: | English |
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University of the Free State
2020-06-01
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| Series: | Perspectives in Education |
| Subjects: | |
| Online Access: | http://journals.ufs.ac.za/index.php/pie/article/view/4300 |
| _version_ | 1827320495306964992 |
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| collection | DOAJ |
| description |
With the introduction of the Life Sciences (LS) Curriculum Assessment Policy Statement (CAPS) in 2012 in South African schools, a practical examination has become compulsory in grades 10 and 11. The LS CAPS policy stipulates the types of practical work that needs to be conducted to develop specific process skills in learners. This interpretive case study explored grade 10 LS teachers’ views on practical work and their experiences of implementing the practical examination. This study was underpinned by two constructs from Rogan and Grayson’s theory of curriculum implementation, namely the profile of implementation pertaining to practical work and the capacity to innovate. Purposive and convenience sampling were used to generate data via questionnaires and individual interviews from grade 10 LS teachers at selected schools of the Umtshezi ward of Estcourt region.
Grade 10 LS teachers viewed practical work as a mechanism to: promote learning, aid behaviour control in the classroom and engage learners in minds on and hands on activities. Factors such as large classes, lack of resources, time and support from school and parents contributed to grade 10 LS teachers’ negative experiences with the implementation of the practical work and the examination.
The dissonance between teachers’ classroom practice, their views on practical work and the LS CAPS requirement is exposed. Subsequently the disjuncture between policy intention and practice emphasises the need for continuous teacher professional development and a supportive school ethos.
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| first_indexed | 2024-03-08T04:41:43Z |
| format | Article |
| id | doaj.art-405de1ffebde48b79bf93a2fec24d2b4 |
| institution | Directory Open Access Journal |
| issn | 0258-2236 2519-593X |
| language | English |
| last_indexed | 2024-04-25T00:48:19Z |
| publishDate | 2020-06-01 |
| publisher | University of the Free State |
| record_format | Article |
| series | Perspectives in Education |
| spelling | doaj.art-405de1ffebde48b79bf93a2fec24d2b42024-03-11T23:06:25ZengUniversity of the Free StatePerspectives in Education0258-22362519-593X2020-06-01381The views and experiences of Grade 10 Life Sciences teachers on the compulsory practical examination With the introduction of the Life Sciences (LS) Curriculum Assessment Policy Statement (CAPS) in 2012 in South African schools, a practical examination has become compulsory in grades 10 and 11. The LS CAPS policy stipulates the types of practical work that needs to be conducted to develop specific process skills in learners. This interpretive case study explored grade 10 LS teachers’ views on practical work and their experiences of implementing the practical examination. This study was underpinned by two constructs from Rogan and Grayson’s theory of curriculum implementation, namely the profile of implementation pertaining to practical work and the capacity to innovate. Purposive and convenience sampling were used to generate data via questionnaires and individual interviews from grade 10 LS teachers at selected schools of the Umtshezi ward of Estcourt region. Grade 10 LS teachers viewed practical work as a mechanism to: promote learning, aid behaviour control in the classroom and engage learners in minds on and hands on activities. Factors such as large classes, lack of resources, time and support from school and parents contributed to grade 10 LS teachers’ negative experiences with the implementation of the practical work and the examination. The dissonance between teachers’ classroom practice, their views on practical work and the LS CAPS requirement is exposed. Subsequently the disjuncture between policy intention and practice emphasises the need for continuous teacher professional development and a supportive school ethos. http://journals.ufs.ac.za/index.php/pie/article/view/4300Life Science teachersImplementationPractical examinationPractical work |
| spellingShingle | The views and experiences of Grade 10 Life Sciences teachers on the compulsory practical examination Perspectives in Education Life Science teachers Implementation Practical examination Practical work |
| title | The views and experiences of Grade 10 Life Sciences teachers on the compulsory practical examination |
| title_full | The views and experiences of Grade 10 Life Sciences teachers on the compulsory practical examination |
| title_fullStr | The views and experiences of Grade 10 Life Sciences teachers on the compulsory practical examination |
| title_full_unstemmed | The views and experiences of Grade 10 Life Sciences teachers on the compulsory practical examination |
| title_short | The views and experiences of Grade 10 Life Sciences teachers on the compulsory practical examination |
| title_sort | views and experiences of grade 10 life sciences teachers on the compulsory practical examination |
| topic | Life Science teachers Implementation Practical examination Practical work |
| url | http://journals.ufs.ac.za/index.php/pie/article/view/4300 |