The Impact of using models in the teaching and learning of Environmental Science: a case study of grade six learners of Vuti Cluster primary schools in Hurungwe district, Mashonaland West province
- Author
- Shonai, Shonhai
- Title
- The Impact of using models in the teaching and learning of Environmental Science: a case study of grade six learners of Vuti Cluster primary schools in Hurungwe district, Mashonaland West province
- Abstract
- This research project explores and investigates the impact of using models in the teaching and learning of Environmental Science among Grade Six learners at Vuti Cluster Primary Schools in Hurungwe District, Mashonaland West Province. Focus is exclusively on a qualitative approach where the study employs interviews and focus group discussions in gathering in-depth insights from teachers and learners regarding their experiences with model-based instruction. The study's aim is to assess how model-based instruction enhances learners' understanding of environmental science concepts which fosters critical thinking as well as promoting active engagement in the learning process. Findings from the research reveal that the use of models enhances learners' understanding of complex environmental science concepts through the provision of tangible and visual representations which facilitate deeper learning. An increased engagement and enthusiasm during lessons that incorporated models were reported on participants’ engagement. These findings suggest and entail that use of models and such teaching strategies promote active participation and critical thinking. There is a significant improvement in learners' conceptual comprehension and retention of Environmental Science topics. Students demonstrated increased motivation and participation during lessons that incorporated models. This shows a shift from the traditional content based, teacher centred and passive teaching approach to the active and outcome - based learning methods which are child centred and in line with the competency or heritage based Zimbabwean curriculum. Teachers highlighted the effectiveness of models in bridging theoretical knowledge with real-world applications, enabling learners to relate classroom content to their environment. However, the study also identifies and highlights challenges faced by educators in implementing model-based teaching that include limited resources if not resource constraints and varying levels of familiarity with model-based teaching among teachers as well as varying levels of their preparedness. These factors can hinder the effective implementation of models in the classrooms. This research contributes valuable insights into the role of innovative teaching methods effective pedagogical strategies in environmental science education, emphasizing the potential of model-based instruction to improve student learning outcomes. The research findings advocate for increased support and training for teachers to enhance the integration of models in the curriculum, thereby fostering a richer educational experience for learners in environmental science. Also, recommendations for policy and practice are provided in support of the broader adoption of model-based teaching in primary education.
- Date
- 2025
- Publisher
- BUSE
- Keywords
- Models
- Teaching and learning
- Environmental Science
- Grade six learners
- Supervisor
- Mr. Muzamba
- Item sets
- Faculty of Science Education
- Media
-
Shonhai, Shonai.pdf