Teaching Difficulties from Interactions and Discourse in a Science Classroom

Awelani V. Mudau


The purpose of the study was to evaluate the teaching difficulties of a Physics topic using the classroom practice diagnostic framework (CPDF) with a focus on classroom interactions and discourse. It was a qualitative case study conducted in the Johannesburg district of education in South Africa .Two participants who perceived projectile motion topic to be difficult to teach were interviewed and observed teaching the topic. The results from these participants show that the kinds of interactions and discourses were the following: Type and pattern of discourse which was IRF and Authoritative discourse; Teacher questioning which was for Lesson development and Evaluation; Communicative approach which was Interactive-Authoritative. This kind of interactions and discourses do not advance meaningful learning, misconception dissonance, development of inquiry and problem solving skills which influence student achievement. Suggestions are made on the need to assist in-service teachers on making them conscious of the classroom interactions and discourse they use whilst teaching. It is also suggested that there is a need for further research with more teachers to derive a broad and holistic view of the teaching difficulties emanating from classroom interactions and discourse in the teaching of Physics topics.

DOI: 10.5901/jesr.2013.v4n3p113

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Journal of Educational and Social Research ISSN 2239-978X(Print) ISSN 2240-0524(Online)

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