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

Abstract

This study aims to narrate the lived experiences of Grade 12 Physical Sciences learners. According to UMALUSI reports on National Senior Certificate (NSC) of 2011 and 2013, there seems to be a steady decrease in the number of learners writing Physical Sciences from 2008 to 2013. One of the aims of this study is to investigate why there is a steady decline in the number of learners choosing the subject and what their classroom experiences are. A related aim is to describe how these learners’ perceptions of their Physical Sciences educators affect their mental experiences in the subject. The study used phenomenology both as a research methodology as well as the underpinning theoretical framework. Twelve Grade 12 learners from 3 different schools in the Metro North Education District in Cape Town were chosen to participate in this research. The data were collected using two rounds of in-depth semi-structured interviews. The interviews were transcribed and explicated using Giorgi’s phenomenological method. The findings show that although Physical Sciences educators are trying to support their learners, they are failing to meet the expectations of the learners. These findings provide new insights into understanding the world of the learner better and that the recommendations could have transformative implications for curriculum planners, curriculum advisors and pedagogical strategies in how the subject is presented to learners.