Teachers' perceptions regarding the role of practical work in teaching integrated science at junior secondary schools in Pemba district

Abstract

The purpose of this study was to explore teachers' perceptions regarding the role of practical work in teaching Integrated Science at junior secondary school in Pemba district. The study was guided by the following objectives: to establish teachers’ perceptions regarding the role of practical work in teaching of Integrated Science; to determine the extent to which teachers engaged learners into practical work during teaching of Integrated Science; and to identify the challenges of teaching practical work in Integrated Science at junior secondary. This study was carried out in junior secondary schools in Pemba District in Southern Province of Zambia. The target population of the study was all teachers of Integrated Science in selected junior secondary. The sample consisted of 32 teachers of Integrated Science in selected junior secondary schools. The study followed a qualitative approach using descriptive research design. Purposeful sampling procedure was used to select teachers. Data was analysed thematically. That is data were organized and presented in common themes. The findings of the study indicated that even after teachers agreed that they conducted practical work in schools; most of them did not conduct it in classrooms. This was evident from a mismatch between their responses and what was obtained from their portfolios. Therefore, the study concluded that teachers had positive perceptions regarding the role of practical work in teaching Integrated Science although their perceptions were not translated it into practical application. Teachers indicated that teaching of practical work in schools was hampered by: lack large class sizes, work overloads, lack of teaching aids and lack of administrative support. It is therefore, recommended that: assessment of practical work should be given immediate attention and intensify monitoring it; schools should frequently organise continuous professional development meetings for their teachers to share ideas of new developments in science methodology; and lastly schools should ensure purchasing adequate teaching and learning materials for Integrated Science