An Assessment of Perceptions of Teachers on the Effects of Using Discovery Teaching Methods in Physics at Advanced Level: A Case of Schools in Harare, Zimbabwe.

Author
Mavurayi, X.T.
Title
An Assessment of Perceptions of Teachers on the Effects of Using Discovery Teaching Methods in Physics at Advanced Level: A Case of Schools in Harare, Zimbabwe.
Abstract
This study assessed the perceptions of teachers on the effects of discovery teaching methods in teaching physics at Advanced Level focusing on high schools in Harare, Zimbabwe. Using a mixed methods design with in-depth interviews and questionnaires, findings indicate that teachers perceive discovery teaching methods as significant in enhancing student engagement, critical thinking, and practical application skills. Despite challenges like limited resources and insufficient teacher training, the methodology's alignment with constructivist principles fostered deeper understanding and active learning among physics learners. Recommendations included comprehensive teacher training, resource allocation, supportive policies, and fostering collaboration among educators. Further research was suggested to explore long-term impacts, differentiated instruction, teacher support models, innovative assessment strategies, and equitable access to discovery-based learning. Addressing these areas could enhance Physics education in Zimbabwe, preparing students for future scientific and technological pursuits.
Date
2024
Publisher
BUSE
Keywords
Discovery Teaching Methods
Perceptions of Teachers
Physics at Advanced Level
Supervisor
Dr. Edson Mudzamiri
Item sets
Department of Science and Mathematical Foundations
Media
XAVIER TATENDA MAVURAYI

Part of An Assessment of Perceptions of Teachers on the Effects of Using Discovery Teaching Methods in Physics at Advanced Level: A Case of Schools in Harare, Zimbabwe.