PSC1501
ASSIGNMENT 2
DUE DATE: 29 JUNE 2026
,PSC1501 ASSIGNMENT 2 2026
DUE 29 JUNE 2026
QUESTION 1
1.1 Supply five reasons teachers might leave practical science out in their
teaching to demonstrate your understanding.
Lack of teacher skills and knowledge
Many teachers lack the practical skills and content knowledge required to effectively
conduct practical science activities. As the study guide explains, "many teachers
lack the skills and knowledge required - because they never learned them. This is
not necessarily their fault; they were probably never taught these things"
(Department of Science and Technology Education, 2018:8). Without proper training
in laboratory techniques, safety procedures, and experimental design, teachers feel
ill-equipped to facilitate practical work.
Curriculum constraints and exam pressure
The official science curriculum often fails to clearly integrate practical work with
theoretical learning, making it appear as "something extra, which requires
compliance but contributes little to a learner's success in the context of exams"
(Department of Science and Technology Education, 2018:8). Teachers logically
deduce that if practical work does not help learners pass examinations, it is not
worth the time and effort required to organise it.
, Inadequate resources and facilities
Many schools lack the traditional laboratory infrastructure, equipment, and chemicals
needed for practical science. The study guide acknowledges that "a minority of
schools has these resources, which leads many science teachers to say that
Practical Science cannot be done in their school" (Department of Science and
Technology Education, 2018:7). This resource constraint is particularly acute in
under-resourced schools.
Time constraints and large class sizes
Organising practical work takes considerable time for preparation, conducting
activities, and cleaning up afterwards. Overcrowded classrooms present additional
challenges, as the study guide notes that "overcrowded classrooms are not good for
any subject, but for Practical Science they are a no-go zone" (Department of
Science and Technology Education, 2018:17). Teachers may opt for quicker, more
manageable teacher demonstrations rather than hands-on learner activities.
Safety concerns and liability
Practical science involves inherent hazards, particularly when using chemicals or
electrical equipment. Teachers may avoid practical work due to concerns about
learner safety and potential liability. As the study guide states, "Practical Science
may be hazardous. In the school context this is most likely to be due to the use of
chemicals" (Department of Science and Technology Education, 2018:18). The
responsibility of anticipating and managing hazards can deter teachers from
including practical activities.
ASSIGNMENT 2
DUE DATE: 29 JUNE 2026
,PSC1501 ASSIGNMENT 2 2026
DUE 29 JUNE 2026
QUESTION 1
1.1 Supply five reasons teachers might leave practical science out in their
teaching to demonstrate your understanding.
Lack of teacher skills and knowledge
Many teachers lack the practical skills and content knowledge required to effectively
conduct practical science activities. As the study guide explains, "many teachers
lack the skills and knowledge required - because they never learned them. This is
not necessarily their fault; they were probably never taught these things"
(Department of Science and Technology Education, 2018:8). Without proper training
in laboratory techniques, safety procedures, and experimental design, teachers feel
ill-equipped to facilitate practical work.
Curriculum constraints and exam pressure
The official science curriculum often fails to clearly integrate practical work with
theoretical learning, making it appear as "something extra, which requires
compliance but contributes little to a learner's success in the context of exams"
(Department of Science and Technology Education, 2018:8). Teachers logically
deduce that if practical work does not help learners pass examinations, it is not
worth the time and effort required to organise it.
, Inadequate resources and facilities
Many schools lack the traditional laboratory infrastructure, equipment, and chemicals
needed for practical science. The study guide acknowledges that "a minority of
schools has these resources, which leads many science teachers to say that
Practical Science cannot be done in their school" (Department of Science and
Technology Education, 2018:7). This resource constraint is particularly acute in
under-resourced schools.
Time constraints and large class sizes
Organising practical work takes considerable time for preparation, conducting
activities, and cleaning up afterwards. Overcrowded classrooms present additional
challenges, as the study guide notes that "overcrowded classrooms are not good for
any subject, but for Practical Science they are a no-go zone" (Department of
Science and Technology Education, 2018:17). Teachers may opt for quicker, more
manageable teacher demonstrations rather than hands-on learner activities.
Safety concerns and liability
Practical science involves inherent hazards, particularly when using chemicals or
electrical equipment. Teachers may avoid practical work due to concerns about
learner safety and potential liability. As the study guide states, "Practical Science
may be hazardous. In the school context this is most likely to be due to the use of
chemicals" (Department of Science and Technology Education, 2018:18). The
responsibility of anticipating and managing hazards can deter teachers from
including practical activities.
