**20. Disregard of learners' perspective in knowledge construction**

The findings highlighted in the teachers-knowledge interaction and teacherlearner interaction pointed out that those teachers in the Social Science and Natural Science lesson show no interests in how learners internalise knowledge. Instead of adjusting the teaching techniques to acknowledge and accommodate learners' queries and concerns, teachers defended the content knowledge, and cautioned learners about questioning knowledge generated by experts and the teachers' knowledge of the subjects. According to [18, 20, 28, 29], the tendency to suppress learners' points of view to knowledge and their perspectives is detrimental to meaningful and effective knowledge acquisition and learning. The learners expressed their discontent about the contradictions in the scientific knowledge presented in the textbooks and the views of the teachers. According to [27, 34] warned that the knowledge structure in textbooks is not authentic knowledge because it does not engage learners in the procedure through which that factual knowledge was produced. In the same vein, [35] expressed that factual knowledge without understanding of procedural processes involved in the production of knowledge is worthless to learners. The data presenting learners' disgruntled dispositions confirms that learners were not satisfied with the knowledge of facts, the common interests were on how such facts were generated, and beyond that, they wanted the contradictions in the factual knowledge to be addressed.

## **21. Discussion of the findings**

The findings presented in this work pointed to the limitations in the development of the Natural Sciences and Social Sciences subject content knowledge. The first limitation is the promotion of the absolutist view of knowledge and traditional pedagogy. The reflections and learners' perspectives of reality are not considered as part of knowledge interaction in the teaching and learning. According to [37, 39] constructivism, pedagogy and learner-centred teaching and learning provides learners with opportunities to engage critically with abstract reality by asking questions and developing hypotheses, to seek concrete examples that facilitate understanding of the facts. The second limitation was the teacher knowledge interaction, which pointed to the adherence of teachers to the textbook knowledge and lack of ability to relate abstract knowledge to reality. The findings of the study revealed that learners were frustrated by the teachers' feedback and comments which indicated that teachers were unable to address the intellectual and cognitive needs of the learners. The questions asked by learners in the Natural Sciences and Social Science lessons pointed to the desire of learners to link abstract and factual knowledge presented by teachers and the textbook with the perceptual knowledge which forms learners general or prior knowledge. According to [21] prior knowledge or general knowledge forms the foundations for meaningful learning since learners use what they perceive from their surroundings to understand abstract factual knowledge.

**133**

the school.

*Connecting Pedagogical Interactions in the Twenty-First Century Classrooms: The Role…*

nature, the space for further questions and hypothesis are inevitable.

The other limitation highlighted by the findings was the lack of research and investigating skills for science teachers, for example, questions asked by learners based on the use of the globe to teach a lesson about the structure of the earth should have been considered by the teacher as a hypothesis for investigating and research instead of suppressing the intellectual seeking questions. [8, 25, 31, 43] argued that scientific discoveries are not infallible, however, in their empirical

This work concluded that the teacher-knowledge interaction promoted regurgitation and reproduction of factual knowledge whilst learner-knowledge interaction demanded interpretation, reasoning, deductive thinking and logic about subject content knowledge. The interpretation of this contrast is considered in this work to be an obstacle to the principles of the learner-centred approach underpinning the curriculum of the 21st century education in South Africa. According to [5, 12] teachers should encourage active learner participation of learners in the learning process, and the strategies recommended to teaching and learning are: investigation, research project, exploration, and experimentation, instead of memorisation and reproduction of knowledge. This work also concluded that learners' intellectual capacity was suppressed by the beliefs of teachers about knowledge production, which was rigid and confined to textbook knowledge. The limitations in the teachers' abilities to relate factual knowledge to everyday life reality, subsequently developed negative attitudes in learners towards the subject content knowledge. The questions which this work raises for future research are: what qualities do prospective teachers require to engage learners in the process of knowledge production? Second, how is the principle of a learner-centred approach being conceptualised in the structuring of knowledge to benefit learners' interests above those of the curriculum developers? Thirdly, how could knowledge structuring cater for differentiated interests and aspirations about life beyond the school? [14, 19, 23, 28] argue that learning and knowledge should not be confined within classroom frameworks, but it should empower learners with ideas and skills to adapt in the world beyond

This work recommends the review of the knowledge structure, on the basis of findings from the comments of the learners which indicated that textbook knowledge is worthless and valueless in terms of helping them to achieve their goals. The narrative in this work serves to motivate for the recognition and acknowledgement of the importance of learners' perspectives of subject content knowledge, and intellectual and cognitive needs of learners as well by teachers, teacher educators and national school curriculum developers. Education for the liberation of the mind can begin by equipping teachers with the competences of mastering knowledge production. In Scientific Studies knowledge production implies knowing and understanding procedures and scientific processes involved in scientific discoveries, verification of scientific knowledge, for example, investigations, experimentations, creation of hypotheses and methods of testing hypotheses, reasoning and logical thinking. Twenty-first century learners are more technologically inclined, and therefore the use of technology, as learner V indicated, that their interest as young citizens is to be knowledgeable about technology so that they can be part of the technological discoveries of the twenty-first century. The learners expressed views which indicated that they regard themselves capable or achieving their goals should they be allowed to explore their areas of interests using knowledge of modern technology. This work considered this determination and enthusiasm demonstrated by

*DOI: http://dx.doi.org/10.5772/intechopen.96401*

**22. Conclusion and recommendations**

*Connecting Pedagogical Interactions in the Twenty-First Century Classrooms: The Role… DOI: http://dx.doi.org/10.5772/intechopen.96401*

The other limitation highlighted by the findings was the lack of research and investigating skills for science teachers, for example, questions asked by learners based on the use of the globe to teach a lesson about the structure of the earth should have been considered by the teacher as a hypothesis for investigating and research instead of suppressing the intellectual seeking questions. [8, 25, 31, 43] argued that scientific discoveries are not infallible, however, in their empirical nature, the space for further questions and hypothesis are inevitable.

## **22. Conclusion and recommendations**

*Teacher Education in the 21st Century - Emerging Skills for a Changing World*

of knowledge.

address those questions.

knowledge to be addressed.

**21. Discussion of the findings**

underpinning the curriculum, knowledge integration and contextual construction

The questions from learner-knowledge interaction confirmed the view expressed by [29, 31] that priori or common sense is the basis of knowledge production. Learners' priori exposed the dimension which the teachers were not aware of and had never expected from grade nine learners; hence the teachers were unable to

**20. Disregard of learners' perspective in knowledge construction**

The findings highlighted in the teachers-knowledge interaction and teacherlearner interaction pointed out that those teachers in the Social Science and Natural Science lesson show no interests in how learners internalise knowledge. Instead of adjusting the teaching techniques to acknowledge and accommodate learners' queries and concerns, teachers defended the content knowledge, and cautioned learners about questioning knowledge generated by experts and the teachers' knowledge of the subjects. According to [18, 20, 28, 29], the tendency to suppress learners' points of view to knowledge and their perspectives is detrimental to meaningful and effective knowledge acquisition and learning. The learners expressed their discontent about the contradictions in the scientific knowledge presented in the textbooks and the views of the teachers. According to [27, 34] warned that the knowledge structure in textbooks is not authentic knowledge because it does not engage learners in the procedure through which that factual knowledge was produced. In the same vein, [35] expressed that factual knowledge without understanding of procedural processes involved in the production of knowledge is worthless to learners. The data presenting learners' disgruntled dispositions confirms that learners were not satisfied with the knowledge of facts, the common interests were on how such facts were generated, and beyond that, they wanted the contradictions in the factual

The findings presented in this work pointed to the limitations in the development of the Natural Sciences and Social Sciences subject content knowledge. The first limitation is the promotion of the absolutist view of knowledge and traditional pedagogy. The reflections and learners' perspectives of reality are not considered as part of knowledge interaction in the teaching and learning. According to [37, 39] constructivism, pedagogy and learner-centred teaching and learning provides learners with opportunities to engage critically with abstract reality by asking questions and developing hypotheses, to seek concrete examples that facilitate understanding of the facts. The second limitation was the teacher knowledge interaction, which pointed to the adherence of teachers to the textbook knowledge and lack of ability to relate abstract knowledge to reality. The findings of the study revealed that learners were frustrated by the teachers' feedback and comments which indicated that teachers were unable to address the intellectual and cognitive needs of the learners. The questions asked by learners in the Natural Sciences and Social Science lessons pointed to the desire of learners to link abstract and factual knowledge presented by teachers and the textbook with the perceptual knowledge which forms learners general or prior knowledge. According to [21] prior knowledge or general knowledge forms the foundations for meaningful learning since learners use what they perceive

from their surroundings to understand abstract factual knowledge.

**132**

This work concluded that the teacher-knowledge interaction promoted regurgitation and reproduction of factual knowledge whilst learner-knowledge interaction demanded interpretation, reasoning, deductive thinking and logic about subject content knowledge. The interpretation of this contrast is considered in this work to be an obstacle to the principles of the learner-centred approach underpinning the curriculum of the 21st century education in South Africa. According to [5, 12] teachers should encourage active learner participation of learners in the learning process, and the strategies recommended to teaching and learning are: investigation, research project, exploration, and experimentation, instead of memorisation and reproduction of knowledge. This work also concluded that learners' intellectual capacity was suppressed by the beliefs of teachers about knowledge production, which was rigid and confined to textbook knowledge. The limitations in the teachers' abilities to relate factual knowledge to everyday life reality, subsequently developed negative attitudes in learners towards the subject content knowledge.

The questions which this work raises for future research are: what qualities do prospective teachers require to engage learners in the process of knowledge production? Second, how is the principle of a learner-centred approach being conceptualised in the structuring of knowledge to benefit learners' interests above those of the curriculum developers? Thirdly, how could knowledge structuring cater for differentiated interests and aspirations about life beyond the school? [14, 19, 23, 28] argue that learning and knowledge should not be confined within classroom frameworks, but it should empower learners with ideas and skills to adapt in the world beyond the school.

This work recommends the review of the knowledge structure, on the basis of findings from the comments of the learners which indicated that textbook knowledge is worthless and valueless in terms of helping them to achieve their goals. The narrative in this work serves to motivate for the recognition and acknowledgement of the importance of learners' perspectives of subject content knowledge, and intellectual and cognitive needs of learners as well by teachers, teacher educators and national school curriculum developers. Education for the liberation of the mind can begin by equipping teachers with the competences of mastering knowledge production. In Scientific Studies knowledge production implies knowing and understanding procedures and scientific processes involved in scientific discoveries, verification of scientific knowledge, for example, investigations, experimentations, creation of hypotheses and methods of testing hypotheses, reasoning and logical thinking. Twenty-first century learners are more technologically inclined, and therefore the use of technology, as learner V indicated, that their interest as young citizens is to be knowledgeable about technology so that they can be part of the technological discoveries of the twenty-first century. The learners expressed views which indicated that they regard themselves capable or achieving their goals should they be allowed to explore their areas of interests using knowledge of modern technology. This work considered this determination and enthusiasm demonstrated by

learners in the study, as an opportunity to be explored through alternative strategies to knowledge structuring, which will incorporate or apply learners' perspective as a threshold to curriculum design, development, and implementation in practice.

The argument presented by this work confirms the definition of education in Skinner (1964) that, "education is what remains after all which has been learnt has been forgotten." Teacher educators should think critically about this definition and begin to change the perceptions about learning and learners.
