How physics teachers teach scientific investigations: a case of Community Day Secondary Schools in Karonga district

Abstract

Scientific investigation is a fundamental element of the physics curriculum. It aims at equipping students with essential scientific skills. However, the effectiveness of its instruction, as highlighted in the chief examiner's reports for 2021 and 2022, has come under scrutiny. Therefore, this study sought to evaluate the teaching of scientific investigations in Community Day Secondary Schools in Karonga district. Using a qualitative approach involving lesson observations and semi-structured interviews, the study sought to identify teaching strategies, challenges, and potential solutions to enhance curriculum delivery. The study used hematic analysis to analyze data, this involved identifying and correcting errors from raw data, organizing and explaining the data, transcription of the recorded interviews and coding, and similar codes were grouped to form categories. Findings reveal that thirteen of the eighteen observed lessons primarily utilized the demonstration method combined with question-and-answer, while only seven of the 18 lessons observed incorporated group work and practical activities, strategies that align with the modern, inquiry-based science education. Key challenges identified include time constraints, lack of resources negative attitudes among teachers and learners. These factors significantly hinder effective curriculum implementation. To address resource limitations, a greater number of teachers recommended fostering resource-sharing networks and improvising with locally available materials. Time constraints can be mitigated by introducing innovative scheduling strategies, such as make-up classes to allow deeper exploration of scientific concepts echoed other teachers. Additionally, professional development opportunities were suggested to transform teacher attitudes and equip educators with skills to foster curiosity andv engagement in the classroom. The study concludes that there is little alignment between the teaching strategies in CDSSs and curriculum requirements. This explains why most students in these schools perform poorly in physics and other sciences. The study recommends a collaborative effort among educators, school administrators, and policymakers to ensure adequate resources, flexible scheduling, and ongoing teacher training. These solutions aim to optimize learning opportunities and improve the quality of science education in Malawi.