Promotion of Science Learning through Science Content and Practical Assessment

*Nomxolisi Mtsi, Shakespear M. Chiphambo and Nomaroma Kumanda*

### **Abstract**

Assessment is an integral part of the learning and teaching. Trends in International Mathematics and Science report reveals that in South Africa, grade 9 has the worst science skills. The objective of the study is to explore if teachers can promote science learning through science content and practical assessment. The descriptive survey design was utilized in the study. The study was informed by Vygotsky's social constructivism. Thirty out of sixty-seven schools were selected using simple random sampling. Cronbach's alpha test was used to ascertain the scale reliability of the questionnaire. The findings revealed the following: Data illustrates how educators assess Science Learning. Responses were agreed, neutral, disagree, and no response. Align with cognitive domains 86.7%; Principles of assessment 77%; Investigations 66.7%; Simulation 63.3%; Debates 50%; each among these: Assignment, Experiments, and Examinations 40%; Problem Solving 37%; Projects 34%; Presentation 23%; Roleplay 17%; Tests 13.3%; and Quiz 7%. Regarding Neutral, data validates that teachers need support as well as those who disagreed they lack content knowledge regarding strategies of assessment. We recommend teachers to value assessment and implement different strategies of assessment so that students can be able to apply both theory and the practical.

**Keywords:** science learning, assessment, teachers, content, student

#### **1. Introduction**

Learning and teaching are one of the core businesses in the learning organization; hence, teachers are expected to be more knowledgeable about the content. The content to be learned needs to be approached using the relevant instructional methodologies that will enhance interactive learning. Once the student understands the content, an assessment can be implemented to see whether the objectives of the lesson are met. Luckett and Sutherland [1] note that assessment is the core of a student's understanding, and to understand the knowledge, it needs to be measured using different approaches. The present researchers view assessment as the gathering of information, applying different assessment tools to enhance deep learning, and doing self-evaluation to come up with positive interventions. Assessment needs to be transparent and authentic and [2] explain

that to be transparent means to be clearly understood by students (unpack content clearly and let students participate). The literature notes that Education for Sustainable Development (ESD) aims at encouraging science-literate societies to be able to make conversant decisions regarding the natural environment and the promotion of sustainable livelihoods [3]. Hence, it is important that science teachers need to engage students more in science learning (SL). Rustaman [4] stresses that there is a close link between science teaching and science assessment and the approach of assessment is very important to promote active assessment. The literature notes that in South Africa most students perform poorly in particulate nature of matter (PNM) [5]. PNM is described as the particle model of matter whereby students are required to demonstrate an understanding of the particle nature of matter, for example, to describe the characteristics of solids, liquids, and gases. Also, in South African schools some teachers are more knowledgeable about the content; however, they are struggling to interpret content into successful pedagogical content knowledge [6]. Hence, it is important that there should be a balance between content and assessment so that students can be given an opportunity to apply their critical thinking. Bantwini [7] conducted a study in the Eastern Cape province in South Africa, and the data collected from 22 classrooms revealed that science pedagogical approaches were uninspiring and lacked hands-on activities that promote critical thinking. This implies that such type of science teaching can negatively affect students' conceptual understanding of practical work that serves as the form of assessment of experiments. Thus, teachers need to be proficient when it comes to science pedagogical approaches and encourage student active engagement. Moreover, social constructivism theory emphasizes that student needs to be actively engaged in learning to demonstrate their experiences [8]. Also, the zone of proximal development needs to be encouraged to reach the expected outcomes. Once the students are fully engaged in both learning and assessment and the required support is provided, science learning and teaching become effective. Therefore, teachers need to be well versed with assessment skills that will encourage science learning and science literacy.
