The notions of floating and sinking: Exploring the conceptual knowledge of Grade R teachers
Background: Preschool teachers play a key role in early scientific education, and their understanding and ability to communicate scientific concepts are crucial. Researchers have extensively studied their grasp of basic scientific concepts, but their understanding of important concepts related to bu...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
AOSIS
2024-01-01
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| Series: | South African Journal of Childhood Education |
| Subjects: | |
| Online Access: | https://sajce.co.za/index.php/sajce/article/view/1407 |
| _version_ | 1827366370731360256 |
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| author | Mamontsuoe J.L. Maraisane Loyiso C. Jita Thuthukile Jita |
| author_facet | Mamontsuoe J.L. Maraisane Loyiso C. Jita Thuthukile Jita |
| author_sort | Mamontsuoe J.L. Maraisane |
| collection | DOAJ |
| description | Background: Preschool teachers play a key role in early scientific education, and their understanding and ability to communicate scientific concepts are crucial. Researchers have extensively studied their grasp of basic scientific concepts, but their understanding of important concepts related to buoyancy, such as floating and sinking, remains relatively underexplored at this level.
Aim: This study sought to investigate Grade R teachers’ understanding of buoyancy principles by focusing on the concepts of floating and sinking.
Setting: The study was conducted in Maseru, Lesotho with four Grade R teachers in their schools.
Methods: This study employed a qualitative research approach characterised by a case-study design within an interpretive paradigm. Thematic data analysis was used, drawing from semi-structured interviews with four purposefully selected Grade R teachers.
Results: The study found that Grade R teachers have a partial grasp of floating and sinking concepts. While they can describe these principles at a basic level, their ability to explain the reasons behind objects floating or sinking is limited.
Conclusion: The incomplete understanding of the floating and sinking concepts among Grade R teachers could negatively impact students’ knowledge of science. Therefore, it is advisable to implement an in-service science content-focused programme to empower and equip teachers with the necessary knowledge and skills.
Contribution: This study contributes to the limited literature on understanding basic scientific concepts such as floating and sinking in early childhood education. Neglecting these concepts may impede students’ learning if not properly addressed. |
| first_indexed | 2024-03-08T08:49:09Z |
| format | Article |
| id | doaj.art-411a0843aa64428e886eb3776060eb4b |
| institution | Directory Open Access Journal |
| issn | 2223-7674 2223-7682 |
| language | English |
| last_indexed | 2024-03-08T08:49:09Z |
| publishDate | 2024-01-01 |
| publisher | AOSIS |
| record_format | Article |
| series | South African Journal of Childhood Education |
| spelling | doaj.art-411a0843aa64428e886eb3776060eb4b2024-02-01T12:47:07ZengAOSISSouth African Journal of Childhood Education2223-76742223-76822024-01-01141e1e910.4102/sajce.v14i1.1407551The notions of floating and sinking: Exploring the conceptual knowledge of Grade R teachersMamontsuoe J.L. Maraisane0Loyiso C. Jita1Thuthukile Jita2Department of Childhood Education, Faculty of Education, University of the Free State, BloemfonteinThe Office of the Dean, Faculty of Education, University of the Free State, BloemfonteinDepartment of Curriculum Studies in Higher Education, Faculty of Education, University of the Free State, BloemfonteinBackground: Preschool teachers play a key role in early scientific education, and their understanding and ability to communicate scientific concepts are crucial. Researchers have extensively studied their grasp of basic scientific concepts, but their understanding of important concepts related to buoyancy, such as floating and sinking, remains relatively underexplored at this level. Aim: This study sought to investigate Grade R teachers’ understanding of buoyancy principles by focusing on the concepts of floating and sinking. Setting: The study was conducted in Maseru, Lesotho with four Grade R teachers in their schools. Methods: This study employed a qualitative research approach characterised by a case-study design within an interpretive paradigm. Thematic data analysis was used, drawing from semi-structured interviews with four purposefully selected Grade R teachers. Results: The study found that Grade R teachers have a partial grasp of floating and sinking concepts. While they can describe these principles at a basic level, their ability to explain the reasons behind objects floating or sinking is limited. Conclusion: The incomplete understanding of the floating and sinking concepts among Grade R teachers could negatively impact students’ knowledge of science. Therefore, it is advisable to implement an in-service science content-focused programme to empower and equip teachers with the necessary knowledge and skills. Contribution: This study contributes to the limited literature on understanding basic scientific concepts such as floating and sinking in early childhood education. Neglecting these concepts may impede students’ learning if not properly addressed.https://sajce.co.za/index.php/sajce/article/view/1407content knowledgeearly childhoodfloating and sinking conceptsfoundation phasegrade r teacherscience learningteachers’ knowledge |
| spellingShingle | Mamontsuoe J.L. Maraisane Loyiso C. Jita Thuthukile Jita The notions of floating and sinking: Exploring the conceptual knowledge of Grade R teachers South African Journal of Childhood Education content knowledge early childhood floating and sinking concepts foundation phase grade r teacher science learning teachers’ knowledge |
| title | The notions of floating and sinking: Exploring the conceptual knowledge of Grade R teachers |
| title_full | The notions of floating and sinking: Exploring the conceptual knowledge of Grade R teachers |
| title_fullStr | The notions of floating and sinking: Exploring the conceptual knowledge of Grade R teachers |
| title_full_unstemmed | The notions of floating and sinking: Exploring the conceptual knowledge of Grade R teachers |
| title_short | The notions of floating and sinking: Exploring the conceptual knowledge of Grade R teachers |
| title_sort | notions of floating and sinking exploring the conceptual knowledge of grade r teachers |
| topic | content knowledge early childhood floating and sinking concepts foundation phase grade r teacher science learning teachers’ knowledge |
| url | https://sajce.co.za/index.php/sajce/article/view/1407 |
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