A framework for supporting foundation phase novice teachers' instruction competencies in natural science

Abstract

Globally, scientific literacy and general knowledge of the nature of science (NoS) are invaluable since they equip societies to make informed decisions about current economic, social and environmental issues. Foundational Natural Science (NS) knowledge affords learners the building blocks for understanding the natural world and is essential for nurturing their innate curiosity, fostering critical thinking and problem solving. Currently in South Africa, the Foundation Phase Life Skills Curriculum and Assessment Policy Statement (CAPS) document, which incorporates NS, lacks a distinct emphasis on scientific literacy, thereby creating a possible gap in NS foundational skills. The absence of explicit coverage of both content knowledge (CK) and subject matter knowledge (SMK) limits teachers' ability to fully integrate the subject into their teaching. Inadequate training in inquiry-based practice at Higher Education Institutions (HEIs) restricts trainee teachers' exposure to hands-on exploration, critical thinking, and the understanding of basic scientific concepts, which are crucial for early cognitive development. This study aimed to answer the question: What framework can be developed to support novice teachers' (NTs') instruction competencies in NS in the Foundation Phase? This main research question was explored by addressing three supporting sub-questions: i) What were the novice teachers' experience and understanding of the teaching of Natural Science before the intervention programme? ii) How did the novice teachers develop cognitive and higher-order thinking abilities during the intervention programme? iii) What were the novice teachers' experience and understanding of the teaching of Natural Science after the intervention programme? An amalgam of five theoretical frameworks underpins the research. Its components are Shulman's theory, Strampel and Oliver's levels of reflection (2007), Bloom's taxonomy (1956), the theory of andragogy (1975), and the community of inquiry (2000). Collectively, these five theories, formed a comprehensive foundation for the intervention aimed at improving the NTs' NS teaching. Situated within the interpretivist paradigm of enquiry, this research employed a qualitative approach and a collective case study design that was fundamental to the research process. The research took place in three urban, public primary schools in the Metro Central Education District (MCED) in the Western Cape. The sample of seven purposively selected Foundation Phase NTs all had three or fewer years of experience and had qualified at different HEIs. Qualitative research methods employed to gather data included questionnaires, semi-structured interviews, classroom observations, field notes, reflective journal entries, and one informal focus group interview. Data analysis involved both deductive and inductive strategies. Open coding was employed to identify trends and determine main themes and sub-themes. The data collected tracked the NTs' evolving pedagogical perspectives and cognitive development over time. The comprehensive eight-week intervention programme (IP) covered a wide range of FP NS themes, concepts and exploratory practical activities. The IP addressed the NTs' identified needs and bridged the theory-practice gap, facilitating changes in their professional discourse. Addressing the gaps identified as developmental needs, this research involved the creation of a structured yet flexible framework to inform an IP aimed at addressing NTs' diverse needs in the context of the NS curriculum. The IP further provided targeted support to develop the requisite skills, pedagogical knowledge and practices for NS education. The findings revealed that before the IP, NTs with little or no science education had limited NS teaching knowledge. Some were unaware that NS was included in the FP curriculum and therefore unsure how to teach the subject. During the IP, they acquired knowledge of NS concepts, scientific process skills and SMK. After the IP, there was clear evidence of the NTs' increased confidence and growth in professional discourse and classroom engagement. Their teaching became constructivist and learner-centred, prioritising inquiry. The salient concepts gleaned from the findings facilitated the development of a new conceptual framework, the Collaborative, Reflective and Cognitive Development Framework (CRCD). The CRCD is based on the findings of the study as interpreted through a blend of the five theories mentioned above, each reliable and grounded in its specific principles. The framework focuses on the three main concepts that emerged from the findings during and after the IP: collaborative learning, cognitive processing and learner autonomy. Combining these essential concepts with the sub-concepts of a supportive environment, progressive skills building, critical reflection, self-guided inquiry and resolution, produced a 'road map' for teacher training and teacher professional development (TPD) programmes. NS plays a pivotal role in a holistic education and inculcates the cognitive and inquiry skills essential for other subjects in the FP curriculum. Through NS, learners engage in critical thinking, problem-solving, and evidence-based reasoning, which are essential for scientific literacy and lifelong learning. Recommendations include affording NS the same status as the other subjects in the CAPS FP curriculum and explicitly defining concepts such as scientific literacy and the NoS. A targeted comprehensive TPD programme needs to be developed using the CRCD framework for both pre-service and in-service teacher training to address the gaps in curriculum and scientific knowledge. Future research could investigate how the CRCD framework could be employed across the curriculum subjects and phases to facilitate changes in teachers' professional discourse.