PERCEPTIONS OF TEACHERS MANIPULATION OF DIAGRAMMATICAL REPRESENTATIONS IN SCIENCE CONCEPTS AT PRIMARY CLASSROOM

Abstract

Teachers employ the diagrammatical representations in the classroom to improve students’ understanding of science lesson and concept. This study investigates the teachers’ use, manipulation and interpretation of the diagrammatical representations for making science lesson and concept easy at the primary level in public sector schools. To address the aim of the study, it formed the research question as ‘how do teachers use, manipulate and interpret the diagrammatical representations to enhance science lesson learning and concept in the classroom during imparting the lesson?’ The study adopted a qualitative research design to address the  research question. Semi-structured interview employed as the research tool. Ten primary science teachers selected through purposive sampling technique because they could provide relevant information up to saturation point. It employed the constant comparative method to meet the grounded theory approach. This method was appropriate for developing codes, categories, and theory. Findings showed that teachers seldom used, manipulated and interpreted the diagrammatical representations while teaching in the classroom. However, they also narrated that the use of diagrams made students’ understanding of science lesson and concept easy. Besides, they had not yet known the proper use, manipulation and interpretation of diagrammatical representations. They narrated they had attended no formal training sessions regarding the diagrammatical representations. So, there is a dire need to provide training which may enhance science teachers’ capacities and competencies of employing the diagrammatical  representations.