Barriers to Effective Teaching and Meaningful Learning of Science in Rural Disadvantaged Schools: Designing Strategies for Mopani District, Limpopo

Introduction

In acknowledgement of the chapter by Ausubel (2000, p. 101) as core reference, which already described a cognitive view of “the nature of meaning and the kinds of conditions and” retention “processes involved in the meaningful learning of words, concepts, and propositions”, this theoretical-practical chapter will reveal connections between specific pedagogical aspects and “explore in greater detail the psychological mechanisms whereby” the meaningful learning of large quantities of subject matter can be fostered and measured in rural disadvantaged schools.

To investigative experimentation as a teaching practice in Chemistry from an Ausubelian and Vygotskynian perspective in the context of research, society and development, the work by da Silva and Bizerra (2020) discussed the Theory of Meaningful Learning (Ausubel, 2000) and the Proximal Development Zone concept of Vygotsky (1978), as well as the contributions of these to teaching Chemistry, articulating methodologies, which encouraged the participation of learners in such processes. Gómez Ramos and Castro (2020) also gave consideration to the Ausubelian theory of assimilation for the use of concept maps in bilingual primary classroom education.

Notwithstanding much having been written on instructional design, the acquisition and retention of knowledge (Ausubel, 2000) and assessment (formative and summative), there is scarce literature about congruently blending the triad teaching-learning-assessment. Thus, the topics appearing in this chapter arise from those processes occurring in everyday formal and informal learning environments.

In their journal article in the context of social and behavioral sciences, Kaptan and Timurlenk (2012, p. 763) expressed the opinion that scientific knowledge was “the common heritage of humankind.” It was the only treasure of humankind, which could “provide a possible remedy to conquer inequality and to bring about an acceptable quality of life and a purpose, for a majority of the people of the world.” According to Horn (2016), Science education creates a basic understanding of nature and everyday technological devices. The latter author asserted that science contributes to community improvements by developing scientifically literate persons, who can cope with basic socioeconomic–scientific problems. The field is regarded as a search for truth, which may teach the virtues of honesty, humility and responsibility.

According to Makgato and Mji (2006, p. 253), South African education “and training during apartheid was characterized by the under-development of human potential, generally, and that of blacks” particularly. Before educational reform in 1994, education was ruled by apartheid policies, which included the Bantu Education Act (No. 47) (South Africa, 1953). According to Poutiainen (2009), the latter act widened the gaps in educational opportunities for different racial groups, who were working in South African classes.

Poutiainen (2009) showed that black students were not allowed to study in the same schools with white students as was indicated by the act and that mathematics and science was forbidden from being part of the Black curriculum. As Poutiainen (2009) also indicated, the act was created in the belief that mathematics and sciences were not necessary in the preparation of young Black South Africans for the low wage labor they were being groomed to perform. At the same time, it protected the privileged White minority from competition in the skilled work force.