EFFECTIVE teaching and learning is necessary in the education system, as it enhances learners’ conceptual understanding.
Oliver (2007) defines conceptual understanding in the teaching of science as to understand the principles of science used to explain and predict observations of the natural world and knowing how to apply this understanding efficiently in the design and execution of scientific investigations and in practical reasoning.
Science is broadly defined by Merki (1993) as the “study of facts, principles, and theories that describe the world around us and is a set of processes by which people systematically acquire and refine this knowledge”. Science is used to describe both a body of knowledge and the activities that give rise to that knowledge (Zimmerman, 2000).
It is my principle that to teach science for conceptual understanding, a practical knowledge of phenomena is essential for learners to understand scientific concepts.
Once the learners have attained conceptual understanding, then it indicates and assures that such learners will be able to reproduce the knowledge and skills they acquired from what they have learned. In other words, learners should learn for understanding.
According to Perkins (1998), to learn for understanding means to use the ability to think and act flexibly with what one knows. Therefore, I strongly stress the importance of teaching and learning for understanding in science classrooms. Skemp (1976) categorises understanding into two different types, namely: instrumental understanding and relational understanding.
Instrumental Understanding
According to Skemp (1976), instrumental understanding is about “rules without reasons”. This type of understanding is necessary in teaching simply because it gives learners the skills (Reason, 2003), but learners cannot explain why the rules were given or why they are applied in problem-solving.
Merits of instrumental understanding: it’s easy and quick to learn and understand rules; it requires answers without reasoning; it can be accommodated in a short period of time; it is useful to the learners who can memorise; it gives learners the basic skills; its rewards are more immediate and more apparent; and it helps the learners and teachers to get the right answers more quickly and reliably.
Demerits of instrumental understanding: too many multiplicities of rules involved; more on memorising and recall of information; learners depend on the teachers’ examples or explanation all the time; it creates immediate failure; it creates laziness among teachers and learners; sometimes learners cannot make progress and get stuck; and not always flexible with teaching strategies.
Relational Understanding
Skemp (1976) defines relational understanding as “knowing both what to do and why” doing it. This type of understanding promotes conceptual understand among the learners. Similarly, relational understanding encourages learners to ask why they are doing certain things and explain why they are solving problems (Reason, 2003). Relational understanding involves fewer theories and more applications.
Merits of relational understanding: only fewer principles involved; it promotes conceptual understanding through actual explanation of the content-mental map; it’s easy to correct mistakes done through practical observation and problem-solving; it increases the possibilities of self-awareness; much less memory involved; it generates self-confidence with less help from outside; it’ easy to remember, and once learnt, it will last; and it enables learners to acquire more applications.
Demerits of relational understanding: too many general applications involved; it is difficult to learn fewer principles; sometimes the expectations are unrealistic; it requires teachers with cognitive knowledge and skills to teach or make use of it; it creates frustration to the teachers; and it’s difficult to use it as it takes too long (time consuming) to achieve conceptual understanding.
Teaching for understanding is a visionary principle of every dedicated teacher. Each competent teacher aims high to produce learners with sufficient knowledge and skills. For the learners to understand concepts better, they should engage in real problem-solving activities. Later, they will use these knowledge and skills gained from engagements to perform well and be productive in their real life.
According to Wang and Lin (2008), performance with understanding requires learners to go beyond the information given to them in order to create something new. The creation of something new requires re-shaping, expanding, applying and building on what learners already know, from known to unknown.
I am strongly aware that Namibian teachers have fully understood what type of understanding is the best to use. However, when they come to science classrooms for teaching, it is something entirely different simply because the classroom environment is not conducive enough to accommodate it. I am also critically and objectively of the opinion that due to daily challenges in the education fraternity, some teachers are still reluctant to change or implement what is stipulated in the Namibian curriculum framework.
Some of the challenges that hinder teachers to fully accommodate and/or implement the curriculum in some of the Namibian schools are: lack of subject content knowledge in some teachers, poor teaching strategies, the school context, shortage of teaching aids, lack of teachers’ commitments, issues of time frame, etc.
I strongly believe that science is more on using the applications needed to discover the facts. This can only be done when science teachers are knowledgeable and committed to uplift the standard of learners’ conceptual understanding. If not, then instrumental understanding is the only option to teach science, but learners will not gain conceptual understanding. For the relational understanding to work in science classrooms; schools should be equipped with effective and sufficient teaching materials and science teachers should be encouraged to use the materials at all cost. When teachers make use of relational understanding, proper use of teaching strategies by the science teachers is also important and should be emphasised.
I strongly state that learners’ content knowledge and conceptual understanding of science should be promoted. In addition, learners should be educated about the real universe through the use of scientific concepts. Therefore, there is nothing workable or existing in this universe without its own challenges. In teaching, challenges would arise too, and can be either stopped or diminished in order to avoid further spread.
As science teachers (novices and veterans), we should change our temperament of being reluctant to embrace the changes and let’s focus on what makes learners productive. Therefore, teachers should take time to do self-evaluation and see how to change their teaching strategies, beliefs, values and principles. In many cases, teachers are failing themselves simply because they did not see the teaching career as a noble one, as was the case in the past. With lack of self-pride, teachers gradually lose self-motivation and interest in the teaching fraternity. Moreover, teachers should be encouraged to do self-evaluation on whether they are really using the correct strategies or techniques when teaching. These teaching strategies and techniques should be in the interest and benefit of the Namibian child. With that, learners’ content knowledge and understanding would gradually be enhanced without dictating what type of understanding teachers should make use of.
I must conclude that teachers are the sole facilitators and assessors of their classrooms and learners. Teachers should understand the circumstances and consequences of their own learners’ learning. Therefore, teachers should distinguish and understand which type of understanding is best for them and would like to make use of. Teachers’ decision should also consider their schools’ socio-economic status and context, based on their learners’ abilities, and indeed on their own personal ideologies. This should be done correctly and surely for the sake of a Namibian child’s future. In addition, teachers should be motivated and encouraged to teach their learners for a deeper understanding (relational understanding) despite the fact that some learners merely want the surface knowledge – memorising information (instrumental understanding) or just want to have work completed fast. The question is: “how do teachers in Namibian science classrooms teach for understanding”?
*Jafet S. Uugwanga is the Head of Department for Mathematics and Science at Dr Frans A Indongo PS. He is the initiator and coordinator for Khomas Regional Maths & Science Quiz. Mr Uugwanga holds a Master Degree in Science Education from UNAM and is a recipient of Namibia Government Scholarship & Training Program (NGSTP) 2012/13.