Analysis of teaching and learning of natural sciences and technology in selected Eastern Cape province primary schools, South Africa

Analysis of teaching and learning of natural sciences and technology in selected Eastern Cape province primary schools, South Africa Bongani Bantwini (Received 8 February 2016; accepted 26 April 2017) Abstract Great consensus exists that high-quality natural science teaching and learning at primary school level is fundamental for learner success and advancement in life. This paper discusses how natural science is taught and learnt in selected primary schools in the Eastern Cape Province, South Africa. Data was collected through 22 classroom observations during a science lesson and 55 responses to a questionnaire. Findings reveal that: teaching in most classrooms used non-stimulating pedagogical approaches that lacked practical activities that promote deeper learning of science content and develop learner’s inquiry abilities; the classroom environment was impoverished for science teaching and learning. I argue and conclude that science teaching and learning in these schools requires attention as it hardly aligns with the Curriculum Assessment Policy Statement requirements in South Africa. Moreover, there is a need for stimulating classroom approaches that attract and inspire young learners to pursue science learning at high school and tertiary level