COMPAÑÍA DE ECONOMÍA MIXTA AGROAZUAY GPA (AGROKAWSAY) CONSIDERANDO:

In view of these challenges, evidence showed that teachers, who purposefully use PCK in the mediation of learning, are more able to deal with these challenges. To address the problem of the topic on atoms and molecules rife with abstract concepts and not relevant to the everyday experiences of the learners, both teachers made use of relevant examples and prior knowledge of the learners. However, it was observed during the lessons that Teacher 2 did not have the same confidence in the mediation of learning of the topic. During the interview, she admitted that: “to be honest, last year I did not understand this topic myself so well (laughing). But so far I did not give my learners enough” (Appendix F3; I-T2:182). In some cases during her lesson presentation, no mediation of learning took place as she asked questions, but then gave the answer herself. This hindered effective mediation of learning, as in the process possible misconceptions (Section 2.4) as well as wrong mental models (Section 2.5.1.4) in the mind of the learners could not be clarified. According to the learners’ responses to questions, it was evident to me that some learners were confused about the definitions of some concepts. It was worrying that no learner asked any questions during the lesson. The lack of experience of Teacher 2 could account for this, as she had not developed a strong enough PCK to have the best strategies in place to mediate learning of this specific topic. However, Teacher 2 used some everyday examples such as water and carbon dioxide to explain what different concepts entail. This was a good strategy to unpack new concepts; however, it could have been conceptualised more effectively by using more examples, diagrams and analogies.

Being the more experienced teacher, it was clear that Teacher 1 applied prior knowledge and the use of analogies in a much more effective way to deal with the abstractness of the concepts on atoms and molecules. As explained in Section 2.5.2.3, Teacher 1 gave a variety of questions of a high cognitive demand to the learners and it was often expected from learners that they apply their new knowledge to everyday experiences.

Another challenge that both teachers acknowledged was the use of English as medium of instruction, although it is neither the mother tongue of the teachers, nor the learners. For Teacher

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2 this remains a problem, while Teacher 1 prefers to code-switch. It was clearly observed that the learners in School 1 had more confidence to actively take part in discussions and had a higher cognitive understanding of the concepts after abstract concepts were explained in the vernacular. Dealing with the challenge of concepts being oversimplified, both teachers feel that this may cause confusion and misconceptions in the minds of the learners. The Grade 7 Natural Science and Health Education syllabus requires only very basic definitions, without explanations of any concepts (See Section 4.6.1). To deal with this, Teacher 1 combines the basic competencies of the syllabus for Grade 7 with those for Grade 8. He believes that with proper scaffolding, learners tend to have better conceptual understanding of abstract concepts if they can know the ‘how’ and ‘why’ as part of the ‘what’ (Duschl, 2008).

The other hurdle is the lack of resources at the school. Teacher 2 referred to learning support materials not being available, two or three learners often needing to share a textbook. Both teachers dealt with this challenge effectively by making summaries on the chalkboard, or preparing their own study guides and posters. The limitations of this strategy, however, is that it may be costly to prepare material and posters and teachers run the risk that learners do not write the summaries correctly from the chalkboard, as explained in Section 4. 5.6 of this study.

In conclusion, it was clear that the content explained by Teacher 1 was of a higher cognitive demand as required from the syllabus. It was clear that Teacher 1 has proper pedagogical content knowledge of the best strategies on how to mediate learning of the specific topic to make it comprehensible to the learners and to clear up certain misconceptions learners may have about the topic, as described in Section 2.5.4.3. However, it may become a challenge for the teacher to complete the basic competencies in the syllabus on time, as much time is spent on elicitation of prior knowledge to capture learners’ conceptual understanding, as well as expanding the basic competencies in the syllabus.

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5.9 ANALYTICAL STATEMENT 7:

Development of a complete unit of work in collaboration with research participants

Phase 2 of my study aimed at answering my third research question. Specifically, what can teachers do to improve learners’ sense making of the concepts on the topic of atoms and molecules? In Chapter 4 of my study I explained what was done in Phase 2 and I explain the reasons for planning the unit of work.

The main aim while planning this unit of work, was to integrate as many practical activities as possible - to promote learner involvement and to develop the cognitive understanding of abstract concepts. (see Section 2.4). Practical activities, word search and games were included to stimulate learners to take equal responsibility for their own learning. Games were planned in such a way that group work could be promoted. With group work, teachers can encourage learners to talk science (Lemke, 1990), which is a crucial part of the social constructivist approach, as noted by Hodson and Hodson (1998). In the same vein, teachers can deviate from the traditional way of rote learning by learners and learners do not see science as boring and difficult.

The learning support material added in this unit adhered to the argument of Czerniewicz, et al. (2000) in the sense that it was not only prepared to strengthen the learners’ existing knowledge, but to give guidance to the teachers as to how they could engage in the activities. An option for project work was added as an extension to the topic. The reason behind this was to subscribe to Mc Robbie and Tobin’s (1997) argument that learners need to communicate in writing as well as speaking to stimulate cognitive growth. However, teachers should be sensitive to the ZPD of learners in order to determine the level of scaffolding or guidance given in this task.

Incorporating all these teaching strategies is in line with the argument of Sulaiman, et al. (2007), that, by including games, analogies, etcetera, learners can become ‘fascinated’ to learn science. Similarly, this coheres with Probyn’s (2004) suggestion of the use of different teaching strategies to give linguistic support, especially to English second language users.

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Extensive input was given on the elicitation of prior knowledge. Except for the fact that the use of prior knowledge is prescribed in the Namibian Government policy documents as I explained in Section 2.5.1.3, Stears, et al. (2003) posit that learners are inclined to engage more freely in group discussions when they have experiences to share. Therefore, it was important to ensure that examples were relevant to the learners’ everyday experiences or learned via the science classroom (Rennie, 2011; Oloruntegbe & Ikpe, 2011). The use of analogies to explain abstract concepts, were carefully planned to ensure that the majority of learners would be familiar with the concept. More than one analogy was added to the unit of work to give teachers the opportunity to choose the one his or her learners would be most comfortable with.

The content included in this unit of work was of a higher cognitive demand as prescribed in the basic competencies of the syllabus and covered in the textbooks. This was done, firstly, to give teachers a better understanding of concepts and, secondly, to clear out misconceptions that may occur in the minds of teachers as well as learners. Again teachers should be sensitive to the ZPD of learners in order to ensure maximum conceptual understanding.

As both teachers in this study expressed the wish to have more links to You-tube video clips, this was added for teachers who may have internet access in their classrooms. With these video clips, a more visible way of abstract concepts can be illustrated to make learning more enjoyable and rewarding. It is important that teachers should clear up with learners that this is only a representation of the real concept, as urged by Adbo and Taber (2009).

The unit of work can be used by the teachers in helping learners to learn, as it consists of strategies on how to introduce, present and discover the topic of atoms and molecules at primary school level. The unit of work also facilitated discussions and reflections on how to enhance mediation of learning of this topic.

5.10 CONCLUDING REMARKS

This chapter provided an interpretation and discussion of the data presented in Chapter 4. From the analysed data sets I came up with seven analytical statements. The themes that emerged from data generated from interviews, lesson observations and document analysis, were discussed in

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relation to the analytical statements that were informed by my research questions. Through these statements, data were clear on how the two participant teachers scaffold learners in making sense of abstract concepts, and challenges faced by the teachers in the mediation of learning.

Effective elicitation of prior knowledge, code-switching, use of analogies and the use of other effective learning support material within the ZPD of each learner came out as effective scaffolding techniques in the mediation of learning of abstract topics. Limited development of Pedagogical Content Knowledge (PCK), development of wrong mental models and poor development of English language skills emerged as major hurdles in implementing effective support mechanisms for primary school learners to master abstract concepts such as atoms and molecules.

Surprisingly enough, although the topic on atoms and molecules is full of abstract concepts and requires a high cognitive demand, it emerged from the interviews and documents analysed that this topic is oversimplified in the Grade 7 syllabus, leading to unnecessary misconceptions and misinterpretations in the minds of the learners. For example, the majority of learners had limited insight into proper definitions of molecules, elements and compounds.

In the next chapter, I provide a summary of the findings of my study, make recommendations, suggest areas for future research, and discuss the limitations of my research study. I further reflect critically on my research journey and conclude by formulating some conclusions.

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CHAPTER SIX: SUMMARY OF FINDINGS, RECOMMENDATIONS AND

CONCLUSION

6.1 INTRODUCTION

The main goal of this study was to investigate how primary school teachers guide learners to make sense of abstract concepts, demanding a higher conceptual understanding. The study was triggered by the fact that my student teachers as well as more experienced teachers complained that they struggle to teach these topics in a creative and clear way in order for maximum mediation of learning to take place.

In this chapter, I provide a reflective summary of the main findings that emerged from this study. In my conclusions and recommendations, I considered the challenges teachers face and how they could deal with them. Thereafter, suggestions for further research are discussed and limitations of the study are presented. Finally, this chapter concludes the study with a brief account of my research journey.