Netshivhumbe Ndivhuwo P, Mudau Awelani V
science and technology education, university of south africa, pretoria, gauteng, South Africa.
F1000Res. 2023 Dec 11;12:688. doi: 10.12688/f1000research.131616.2. eCollection 2023.
This paper investigated some of the challenges in the application of Tshivenda scientific register (TSR) during classroom practices of some physical sciences teachers in some of the public secondary schools in the Vhembe West District, South Africa. It was an interpretative qualitative case study wherein three physical sciences teachers and 40 learners took part in the study. The study conducted at schools of Vhuronga 2 circuit in Vhembe West District between January 2022 to November 2022. Semi-structured interviews and classroom observations were used for data collections. Researchers analyzed their data through Data Analysis Scheme (DAS) which comprised of themes, categories, and characteristics in this qualitative study. Texts that belong to a particular theme were highlighted using same colour and track changes was also used to codify categories and characteristics of a theme. The research findings had shown numerous challenges in the teaching and learning of physical sciences including teachers and learners not used to physical sciences being taught and learnt through TSR, not familiar with some scientific words in TSR, difficulties in understanding scientific term in TSR as well as absence of Tshivenda physical sciences resources beside TSR. Consequently, this has impacts on teacher and learner's ability to implement TSR in the teaching and learning of Physical Sciences. Moreover, the findings also show that teachers and learners participated in the study sometimes switch from Tshivenda Scientific words to English Scientific words during Physical Sciences lessons. Therefore, it is suggested that the above-mentioned challenges in the development and application of TSR for Physical Sciences teaching need to be addressed so that teachers can teach learners Physical Sciences through language they know best. Hence, physical sciences teachers must be developed, trained, and furnished with essential language skills for them to develop Tshivenda scientific language registers on other sciences topics.
本文调查了南非万贝西区一些公立中学的部分物理科学教师在课堂实践中应用茨瓦纳科学登记册（TSR）时面临的一些挑战。这是一项解释性定性案例研究，三名物理科学教师和40名学习者参与了该研究。该研究于2022年1月至2022年11月在万贝西区武龙加2巡回区的学校进行。采用半结构化访谈和课堂观察进行数据收集。研究人员通过数据分析方案（DAS）对数据进行分析，该方案在这项定性研究中包括主题、类别和特征。属于特定主题的文本用相同颜色突出显示，还使用跟踪更改来编纂主题的类别和特征。研究结果表明，物理科学教学中存在诸多挑战，包括教师和学习者不习惯通过TSR来教授和学习物理科学，不熟悉TSR中的一些科学词汇，理解TSR中的科学术语存在困难，以及除TSR外缺乏茨瓦纳物理科学资源。因此，这对教师和学习者在物理科学教学中实施TSR的能力产生了影响。此外,研究结果还表明,参与研究的教师和学习者在物理科学课上有时会从茨瓦纳科学词汇切换到英语科学词汇。因此，建议应对上述TSR在物理科学教学开发和应用中的挑战，以便教师能够用他们最熟悉的语言教授学习者物理科学。因此，必须培养、培训物理科学教师，并为他们提供必要的语言技能，使他们能够就其他科学主题开发茨瓦纳科学语言登记册。
