In this research study we explored how teachers in the Reception Grade (Grade R) taught the concepts “sinking” and “floating” in science learning. Teachers’ abilities to convey knowledge, skills, attitudes and values play a critical role in facilitating their learners’ knowledge of concepts. Pedagogical content knowledge was used as a theoretical framework to guide this study. The qualitative research method, underpinned by the interpretivist paradigm, was employed through the engagement of multiple case studies. Four Grade R teachers were purposely and conveniently selected as sample to be interviewed and observed. Furthermore, their lesson plans on floating and sinking were analysed. We adopted a thematic analysis approach to analyse the data. The findings reveal that teachers had useful knowledge in organising their classroom and materials for science inquiry. However, their strategies to implement inquiry-based learning were limited. They confused whole-class presentation with groupwork and we observed low learner engagement and active participation during classroom activities. We conclude that teachers’ knowledge of young learners’ understanding of science was inadequate, and that their knowledge of instructional strategies was limited. It is, therefore, recommended that Grade R teachers be capacitated with instructional strategies appropriate to conveying scientific knowledge to their learners for effective classroom practices.

https://doi.org/10.15700/saje.v45ns2a2474

ORCiD iDs of authors:
Mamontsuoe Lintle Maraisane - https://orcid.org/0009-0002-9878-1652
Thuthukile Jita - https://orcid.org/0000-0002-1173-5251