Abstract:

This study is based on an interpretation paradigm embedded in a philosophical idealism that revolves around the norms and culture of the subject under consideration. Based on the applicable guidelines, the school has operating standards that must be followed. The purpose of this study was to examine the educational strategy in the 7th grade classroom, and a qualitative research method was used. Public questionnaires and classroom observations were used to collect data for the survey. They found that science teachers understood what it took to build science knowledge (SC) in class, but did not practice it. In addition, it was found that contextual factors continue to impede the provision of quality education in schools. Most of the schools are located in the deep rural areas of Limpopo. Not all schools have textbooks for learners, but learning and education happen. Despite all the challenges in elementary school, the teacher's dedication and determination was excellent. Educational practices used in science classrooms to build scientific knowledge endanger the acquisition of scientific process skills. The data collected in this study show that teachers in learning and educational situations continue to rely heavily on direct education. The results of the study reveal the application of educational and learning approaches in science and provide insights. Further investigation is needed to determine if the results are due to the instructor's experience, geographic area, subject area, or workload.

Keywords:

Pedagogical strategies, science knowledge, Natural Sciences, processing skills, pedagogical practices.