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A phenomenological investigation into the lived experiences of grade 12 Physical Sciences learners from selected schools in the Western Cape Province

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A related aim is to describe how these learners' perceptions of their Physical Sciences educators influence their mental experiences in the subject. The principals of the schools, physical science educators and learners who participated in the study.

Introduction and background to the study

Declining enrolments for Physical Sciences

There has been a significant increase in the number of physical science students, but there has been a decrease in the percentage of students taking Physical Science. The pass rate for Physical Sciences in the NSC era reached its record low in 2009.

Table 1.1: Number of learners enrolling for Physical Sciences in Grade 12 and those writing the  examination
Table 1.1: Number of learners enrolling for Physical Sciences in Grade 12 and those writing the examination

Why Physical Sciences is a high priority subject

Another reason for this steady decline in numbers can be attributed to the quality of teaching that students are exposed to. Researchers such as Ogunniyi (1988), Aikenhead and Jegede (1999), Jegede (1993) and many others have found that the reason for this decline in numbers is that the content is far removed from the students' everyday reality, which makes many students not who want to do science.

Problem Statement and orientation of study

Value of learners‟ lived experiences

This situation allows the educator to have a great influence on the learners' understanding and experience of Physical Sciences. The Physical Sciences curriculum emphasized the goal of developing critical thinking, scientific reasoning and strategies of learners.

Research questions

Purpose of the study

Motivation for the study

It is hoped that this study will provide new insights into how students experience physical sciences in poor urban areas in contemporary South Africa. It is important that the voices of students doing physics are heard as they represent valid experiences of school science.

Significance of the study

The main motivation for the study is therefore to enable students to express themselves about how they want to be taught. Kampmann (2000) recognizes that children are actors in their own lives and not just objects to be socialized with.

Literature review

This study focuses on studying the relationship between South African Physical Science learners' perceptions of their science educators and how these perceptions influence their lived experiences. Most of the times, science education does not involve learners' perceptions of their backgrounds in meaning production.

Theoretical framework

The researcher should aim to achieve the Husserlian concept of transcendental subjectivity and, in this concept, the biases and prejudices of the researcher are always evaluated and neutralized so that they do not affect the objective of the study. Bracketing is one of the techniques that can be used to neutralize the biases and preconceptions of the researcher.

Methodology

  • Data construction process
  • Sampling
  • Permissions for interviews
  • Data Explication Framework
  • Ethical considerations

The 'naive description' of the students' experiences in science lessons by and in the words of the participants constitute the raw data of this study. Upon completion of the study, the names of the participating individuals and schools will be replaced by pseudonyms used to protect the confidentiality of all participants (Chan et al. 2013).

Scope of the study

All this was done using Giorgi's (2006) suggestion that a disciplinary stance should be taken within the context of the phenomenological stance. The data collection was planned in collaboration with the teacher, the students and the principal so that the process would not disturb the teaching and the schools.

Chapter 1 Summary

Through all of this, the researcher's biases are recognized and considered valuable (Chan et al. 2013).

Structure of the thesis

  • Introduction
  • What are the causes of the declining enrolments in Science?
  • Problems encountered by learners in learning science
  • Effective science education
  • The Shift from the National Curriculum Statement (NCS) to Curriculum and Assessment Policy (CAPS) Physical Sciences curriculum
  • Phenomenology
  • What is phenomenology?
  • Philosophical phenomenology of Husserl (descriptive tradition)
  • Philosophical phenomenology of Heidegger (interpretive tradition)
  • Philosophical phenomenology of Gadamer (interpretive tradition)
  • Philosophical phenomenology of Brentano
  • Phenomenological psychology of Amadeo Giorgi
  • Aim of phenomenological research
  • Phenomenology in science education
  • Framework of interpretation
  • Explication of data

The interpretation of the lived experiences of physical science students in this current study arose out of a need to hear the perspectives of marginalized students because students' views are rarely heard in the curriculum reform debate. Giorgi's method involves a four-step process. get an intuitive overview of the entire record. ii) Distinction of meaning units, which is focused on the phenomenon under study, i.e. life experiences of 12th grade physical science students.

Summary

This study will use the principle of phenomenology to gain knowledge and insight into the life experiences of physical science students. South Africa is an important place to study the lived experiences of physical science students as its government attempts to promote science education through its Dinaledi program and the National Strategy for Mathematics, Science and Technology Education (NMSTE).

METHODOLOGY

Introduction

  • Ontology and epistemology
  • Method and methodology
  • Gaining access to the research setting
  • Describing the research setting
  • The schools and the community
  • What the researcher brings to this study
  • Sampling
  • Data collection
  • The interview
  • Field notes
  • Data explication
    • Employing the hermeneutic cycle
  • Bracketing and phenomenological reduction
  • Delineating natural meaning units (NMU)
    • Forming central themes
    • Forming constituent profiles
    • Forming a thematic index

Participant and school names are confidential, so those involved in this study are assigned pseudonyms. The process by which the researcher gets involved in the world of the participants and their stories is called orientation (Kafle 2013). This was used to generate central themes based on the experiences of the research participants.

Figure 3.1: Overview of philosophical foundations underpinning research study  (Adapted from Gray 2011Bloggs, 1999:34)
Figure 3.1: Overview of philosophical foundations underpinning research study (Adapted from Gray 2011Bloggs, 1999:34)

Searching for thematic index

Any repeated statements will be removed and any non-relevant statements will be removed to create a thematic index of the important aspects of the phenomena under study (Holroyd 2001). If the themes remain unchanged through this process, they are then considered universal and unchanging aspects of the essence of the phenomena being studied (Holroyd 2001). The reconstruction of the world as an intentional constitution begins by using the interpretive themes to explain meaning given to the phenomena under study (Holroyd 2001).

Ethics

Summary

Introduction

Making sense of the whole

  • Creation of a „research key‟
  • Identifying the central theme
  • Applying the research key to explicate data from first interview

A brief history of your academic experience in physical science from class 10 to current class. I have been the best student in physical science here in my school since 10th grade and I am still the best slimmer. I didn't give up because the physical sciences are a subject that is needed primarily intrinsically and extrinsically.

Table 4.1: Transcripts for interview 1: social conditions and learners‟ perceptions of self
Table 4.1: Transcripts for interview 1: social conditions and learners‟ perceptions of self

Explicating the first interview

  • Participants‟ life-history portrait
    • Participant 1 “Vuyani”
    • Participant 2 “Luyolo”
    • Participant 3 “Noluyanda”
    • Participant four “Siphosethu”
    • Participant five “Fezile”
    • Participant 6 “Yanga”
    • Participant 7 “Sisipho”
    • Participant eight “Nosipho”
    • Participant nine “Afika”
    • Participant ten “Khaya”
    • Participant eleven “Thulisile”
    • Participant 12 “Nomawethu”

He is very confident when he speaks; however, he had some trouble expressing himself in English. Yanga says he is not a shy person but not a loud person either, in his own words he said he reacts according to the situation. Afika is not really sure about his confidence and he says he struggles with physics.

Table 4.3: Profiles of participants
Table 4.3: Profiles of participants

Intrinsic and extrinsic motivation

  • Feelings about English as a language of instruction
  • Why they chose Physical Sciences
  • Effect of academic experiences on confidence in the subject
  • Expectations when choosing Physical Sciences
  • Changing educators

According to the students and through personal communication with some physics teachers, the schools have strict requirements for those who want to do science and math in class 10. Most of the students said they were not inspired by their teachers to do science. . Most participants did not like switching teachers, as Vuyani said: “From 10th to 12th grade I had 4 Science teachers; I don't think it was a good idea.

Classroom climate and interactions with educator and peers

Lessons are well prepared and inspired, I learn more about Exact Sciences Social and affective. We do practicals but not as I expected when I chose Physical Sciences Personal opinions about. We need to do more practicals, if we did more practicals and afternoon classes every day, people will like and understand Science better.

Table 4.5: Transcripts for interview 2: Interactions with educator  Vuyani‟s transcript for interview 2
Table 4.5: Transcripts for interview 2: Interactions with educator Vuyani‟s transcript for interview 2

Classroom experiences

  • Role of educator in personal transformation
  • Role of educator in academic transformation
  • Role of educator in academic persistence

He said: “My self-esteem has not changed; I was a little less confident when I started because I didn't concentrate on it that much. He said, “My teacher, from grade 10, helped me a lot in terms of papers and textbooks. One participant, Afika, felt that his persistence was due to his grade 10 life sciences educator, he said “My class teacher in grade 10, life sciences teacher encouraged me”.

Social interactions with educators and peers

  • Classroom climate
  • Social and affective experiences with educator
  • Feelings during lessons
  • Educator effects on academic experiences
  • Feelings when working with Physical Sciences educator

His feelings were echoed by Fezile who said: "She is approachable and understands our problems. He said that "The lessons are well prepared and feeling inspired, I am learning more about Physical Sciences". Khaya said "I feel frustrated and lost", while Nomawethu put it bluntly saying "Physical science lessons are boring".

Personal opinions about learning in Physical Sciences

  • What makes your educator different?
  • Learners‟ advice to educators

Nomawethu said: “I enjoy working with her, but she could have done more and been more approachable. Thulisile was also not happy about working with her teacher, saying: “I was normal, I didn't expect much and nothing less. Afika said, "We need to do more practicals, if we did more practicals and afternoon classes every day, people will like and understand Physical Sciences better".

Summary

Introduction

Reflections on the results

  • Effect of learners‟ backgrounds and future career choices on their science learning experiences
  • Learners‟ views of their Physical Sciences educators and the classroom climate
  • To what extent are the learners expectations met in the Physical Sciences classroom
  • Answering the main research question

Most participants continued with Science classes because of their career choices when they left school. Yanga said, "First I saw my potential in science in class 9, I got code 6, then I saw I'm in love with this, then let me do this science thing," Afika was brief in his statement, he said: "The love for it, I love natural sciences". ii) they achieve good results in the profession. Most students said they enrolled in Science in the hope that there will be many practical subjects.

Summary

Introduction

  • Summary of findings

Four participants expressed mixed feelings about the classroom atmosphere, and the remaining four participants were genuinely disappointed with what was happening in their physical science classrooms. Three participants expressed mixed feelings during the physical science lesson, saying it depended on the topic. Three participants expressed negative feelings about working with their physical science teacher. xv) Advice from students to teachers: Participants offered advice to teachers.

Data collection process

  • Using the semi structured interview
  • The epoché and its applicability to my study
  • Field work

In this study, the aim of the semi-structured interview was to find out what students of grade 12 Science experience in their classrooms. I returned to the era, first reading through the entire transcript to get the meaning of the whole in order to gain a holistic and intuitive understanding of the lived experiences of the students of the natural sciences. I personally conducted all interviews; this was very helpful in getting the feel of the whole thing.

Future research

The bracketed stance taken in this study allows the phenomenon to emerge on its own, rather than being clouded by the researcher's preconceptions. Conducting this study was a pleasant journey as I was able to relate the results of the study to what has already been written in the literature. What helped me not to do this was to use the phenomenological principle of Epoch when I wrote Chapter 5.

Implications for practice

The themes discussed provide opportunities for in-depth research into individual themes and can provide greater insight into the factors that influence learners' lived experiences. A longitudinal study would help to understand the students' experiences during each year of their FET phase.

Significance of the findings to science educators

The results of this research create awareness that students enter their classroom with their own understandings and perceptions that are influenced by their background and culture. In addition, it is important that teachers are aware of the influence of their own perspectives on the classroom environment and the experiences of students. The twelve students described their perception of their experiences in their science classrooms. It is expected that through these experiences teachers would be able to improve the experiences of students.

Limitations of the study

This awareness can encourage educators to consider whether the different backgrounds are affirmed in their classrooms. It is important to understand the different perspectives that learners bring to Physical Sciences classes and incorporate them into the teaching and learning experience.

Conclusion

In chapter 6 I looked at the limitations of the study and then suggested possibilities for further research, as well as the implications for educators and school principals. During this study I also used figures and tables to help present the evidence and interpretations of the results.

Summary

The purpose of the study is to examine the lived experiences of grade 12 students in a physical science class. This research will increase understanding of the lived experiences of 12th grade science students. This research will increase understanding of the lived experiences of 12th grade science students.

WRITTEN ASSENT

How would you rate your self-esteem and confidence in the subject, physical science when you enter the FET stage in 10th grade. In your opinion, what do you think made you continue to do physical science and not drop out? In your personal experience, to what extent did the characteristics of your teacher influence how you developed as a physical science student?

Figure

Table 1.1: Number of learners enrolling for Physical Sciences in Grade 12 and those writing the  examination
Figure 1.1: Leaking pipeline model showing why enrolment numbers in Grade 12
Figure 1.2: Graph showing pass rate for Physical Sciences in the NSC era Learners who fail
Figure 3.1: Overview of philosophical foundations underpinning research study  (Adapted from Gray 2011Bloggs, 1999:34)
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