Rethinking Physical Science Practical Work in the remote teaching and learning context: A case of a South African University
| dc.contributor.author | Mashaphu, Tshegofatso | |
| dc.contributor.co-supervisor | Zulu, Sphamandla I. | |
| dc.contributor.supervisor | Mushayikwa, Emmanuel | |
| dc.date.accessioned | 2024-09-12T19:57:23Z | |
| dc.date.available | 2024-09-12T19:57:23Z | |
| dc.date.issued | 2023-10 | |
| dc.department | Department of Science education | |
| dc.description | A dissertation submitted in fulfilment of the requirement for the degree of Master of Education, to the faculty of Humanities, Wits School of Education, at the University of the Witwatersrand, Johannesburg, 2023. | |
| dc.description.abstract | This study focuses on exploring pedagogical and learning practices and approaches to practical work in the remote teaching and learning context. The aim was to investigate the physics practical work under remote teaching and learning conditions given that the practical work is traditionally laboratory based. The study used Technological Pedagogical Content Knowledge (TPCK) and Vygotsky’s concept of Zone of Proximal Development (ZPD). This case study generated its data through the analysis of practical work manual documents and individual semi-structured interviews with participants. The participants included a physics education lecturer, a physics education specialist who was the consultant in charge of creating practical work manuals for remote practical work, 3 laboratory demonstrators, and 3 pre-service teachers. The findings of this study revealed that physics practical work was conducted in the form of kitchen-table experiments to give a sense of hands-on practical work to pre-service teachers. Also, in the remote teaching and learning context, the designed practical work presented some Challenges for teaching and learning, even though opportunities were also imminent with this approach. Moreover, the findings indicate that several factors influenced the design, implementation and learning of the practical work. Such factors included network connectivity, limited availability/access of the recommended simple materials, and the preservice teachers’ willingness to actively participate in the practical work sessions on the WhatsApp platform and lastly the findings suggested that the use of digital technologies was central to both teaching and learning practical work under the remote context. | |
| dc.description.submitter | MM2024 | |
| dc.faculty | Faculty of Humanities | |
| dc.identifier | 0000-0001-907202506 | |
| dc.identifier.citation | Mashaphu, Tshegofatso. (2023). Rethinking Physical Science Practical Work in the remote teaching and learning context: A case of a South African University. [Master's dissertation, University of the Witwatersrand, Johannesburg]. WIReDSpace. https://hdl.handle.net/10539/40757 | |
| dc.identifier.uri | https://hdl.handle.net/10539/40757 | |
| dc.language.iso | en | |
| dc.publisher | University of the Witwatersrand, Johannesburg | |
| dc.rights | ©2023 University of the Witwatersrand, Johannesburg. All rights reserved. The copyright in this work vests in the University of the Witwatersrand, Johannesburg. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of University of the Witwatersrand, Johannesburg. | |
| dc.rights.holder | University of the Witwatersrand, Johannesburg | |
| dc.school | Wits School of Education | |
| dc.subject | Science teacher education | |
| dc.subject | Practical work | |
| dc.subject | Preservice teachers | |
| dc.subject | Teacher educators | |
| dc.subject | Remote teaching and learning | |
| dc.subject | UCTD | |
| dc.subject.other | SDG-4: Quality education | |
| dc.title | Rethinking Physical Science Practical Work in the remote teaching and learning context: A case of a South African University | |
| dc.type | Dissertation |