Teachers’ Knowledge and Views on the Use of Learners’ Socio-cultural Background in Teaching Natural Sciences in Grade 9 Township Classes

Mavuru, Lydia; Ramnarain, Umesh

doi:10.1080/18117295.2017.1327239

Cited by 33Science Education and PedagogyIndigenous and Place-Based EducationEducational Theory and Curriculum Studies

Teachers’ Knowledge and Views on the Use of Learners’ Socio-cultural Background in Teaching Natural Sciences in Grade 9 Township Classes

Mavuru, Lydia, Ramnarain, Umesh·2017·African Journal of Research in Mathematics, Science and Technology Education

DOI 10.1080/18117295.2017.1327239

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Abstract

This article explores teachers’ knowledge and views on the role of learners’ socio-cultural background when teaching Natural Sciences to Grade 9 learners at three South African township schools. Within a socio-cultural framework, the research investigated how teachers accommodate learners’ cultural norms and values, religion and beliefs, socio-economic and political issues in their science lessons. In a qualitative case study, three teachers were interviewed five times using a semi-structured interview schedule. Through a constant comparative data analysis method, three themes emerged. Firstly, teachers were aware of the learners’ poor socio-economic background, and they made accommodation in their practice so that these learners would not be disadvantaged. Secondly, it emerged that teachers use their knowledge about learners’ socio-cultural practices and beliefs, to create learning opportunities to harmonise the conflict between learners’ worldviews and science. Lastly, the findings showed that teachers’ incorporation of learners’ socio-cultural background in lessons provides authentic learning situations that promoted the development of critical and analytical thinking skills in learners. This study affirms the call for teacher education institutions to review their science teacher education programmes with a view to incorporating and emphasising knowledge of learners’ socio-cultural background as an important teacher knowledge domain in teacher preparation.

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Authors: Mavuru, L., & Ramnarain, U.
Affiliations: University of Johannesburg (ZA)
Corresponding author: Mavuru, Lydia
ORCID: Mavuru, Lydia
Ramnarain, Umesh
Venue: African Journal of Research in Mathematics, Science and Technology Education
Publisher: Informa UK Limited
Published: 2017-05-04
Volume: 21
Issue: 2
Pages: 176-186
ISSN: 1028-8457 (ISSN-L)
1811-7295
2469-7656
DOI: 10.1080/18117295.2017.1327239
OpenAlex: W2619455040
Cited by: 30
References: 37
Citations by year: 2026: 1 · 2025: 2 · 2024: 5 · 2023: 3 · 2022: 4 · 2021: 2 · 2020: 6 · 2019: 5 · 2018: 2
FWCI: 12.68
Type: journal article
Language: en
Open access: closed
Locations: African Journal of Research in Mathematics Science and Technology Education (publishedVersion)
Topics: Social Sciences › Education › Science Education and Pedagogy
Social Sciences › Education › Indigenous and Place-Based Education
Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
Keywords: sociocultural background, science education, ninth grade students, township schools, teacher knowledge, teacher beliefs, socioeconomic deprivation, worldview conflict, critical thinking, science teacher education, South Africa

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Teachers’ Knowledge and Views on the Use of Learners’ Socio-cultural Background in Teaching Natural Sciences in Grade 9 Township Classes

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