Abstract:

The paper reports on the pedagogies that enhance Science learning and science literacy in one rural South African district. The study sought to explore the pedagogies used by Grade 9 teachers to equip students with higher-order thinking skills and promote interactive learning to enhance both science learning and science literacy. The study was informed by social constructivism and pedagogical content knowledge, located in the interpretive paradigm. A qualitative approach and a case study design was employed. An overall 10 science teachers were purposefully selected to be interviewed from 10 schools, while, 30 learners from 10 schools were purposively selected according to their academic achievement on science tasks with above average, average and below-average scores to participate in a focus group interviews. Content analysis was utilised to analyse data collected for the study and the data were coded and categorised to enable thematic analysis. The findings revealed the pedagogies that promote interactive learning as Demonstration, Investigation, projects, question and answer and role-play. The ones that promote higher-order thinking are investigations, case study, discussions and problem-solving. Teachers highlighted that, although these strategies enhance science learning and science literacy, they do not apply all of them practically due to lack of learner material and knowledge of pedagogy. The study recommends that teachers need to be creative and look for assistance than wait to be assisted by the Department of Education.

Keywords:

Science learning, Science literacy, pedagogies, interactive learning.