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Exploring primary school teachers’ perceptions and approaches towards learning science teachers: A systematic literature review.

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Title: Exploring primary school teachers’ perceptions and approaches towards learning science teachers: A systematic literature review.
Authors: Hardman, J.1, Rzyankina, E.2
Source: South African Journal of Higher Education. Jun2026, Vol. 40 Issue 3, p77-93. 17p.
Subject Terms: *Teaching methods, *Science education, *Teacher attitudes, *Zone of proximal development, *Primary school teachers, *Academic achievement, *Evidence synthesis, South Africans
People: Vygotsky, Lev, 1896-1934
Abstract: South African students perform extremely poorly on international benchmarking tests of science such as the Trends in Mathematics and Science Study (TIMSS). While there are several reasons for underperformance in science, ranging from lack of human and material resources to teachers’ lack of content knowledge in science, one the significant factors impacting science achievement in schools relates to how teachers teach the subject. We locate this article theoretically in the work of Vygotsky (1986) who conceives of learning as developmental and indicates how teaching can transform children cognitively. As the central mechanism for transmitting conceptual knowledge in a classroom, how teachers teach science and how they assume science should be taught is crucial to understanding students’ outcomes. In this systematic literature review, we investigate teachers’ perceptions of how science should be taught for optimal student outcomes as well as investigating what pedagogical methods lead to optimal learning. [ABSTRACT FROM AUTHOR]
Copyright of South African Journal of Higher Education is the property of Sabinet Online Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: South African students perform extremely poorly on international benchmarking tests of science such as the Trends in Mathematics and Science Study (TIMSS). While there are several reasons for underperformance in science, ranging from lack of human and material resources to teachers’ lack of content knowledge in science, one the significant factors impacting science achievement in schools relates to how teachers teach the subject. We locate this article theoretically in the work of Vygotsky (1986) who conceives of learning as developmental and indicates how teaching can transform children cognitively. As the central mechanism for transmitting conceptual knowledge in a classroom, how teachers teach science and how they assume science should be taught is crucial to understanding students’ outcomes. In this systematic literature review, we investigate teachers’ perceptions of how science should be taught for optimal student outcomes as well as investigating what pedagogical methods lead to optimal learning. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of South African Journal of Higher Education is the property of Sabinet Online Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195007872
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        Value: 10.20853/40-3-7026
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        Text: English
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      – SubjectFull: Teacher attitudes
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      – SubjectFull: Primary school teachers
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              Text: Jun2026
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