Exploring Agricultural Sciences Teachers’ Beliefs in Integrating Simulations and Hands-On Teaching Methods: A Multi-Case Study
Keywords:
Teacher beliefs; simulation-based learning; hands-on instruction and technology integrationAbstract
Beliefs are crucial in shaping teachers’ approaches to implementing innovative teaching methods. To drive change in educational practices, it is essential to understand the role of teachers’ beliefs, which are deeply embedded in their values and influence their classroom practices. This understanding is key to initiating meaningful change. Therefore, this study explores Agricultural Sciences teachers’ beliefs regarding the integration of simulation and hands-on instructional methods in South African secondary schools. Using a multiple case study design, three teachers from the Capricorn District were purposively selected and interviewed to examine their beliefs on (i) content comprehension, (ii) learner assessment, and (iii) the role of self-reflection in improving teaching practices. Findings reveal that teachers held predominantly positive beliefs about simulation and hands-on approaches, viewing them as effective tools for simplifying complex content, enhancing learner engagement, and improving academic performance. Although initially sceptical of technology-mediated assessments, teachers experienced a transformation in their beliefs as they began to recognise the value of such approaches in promoting authentic learner understanding. This shift was influenced by their observation of improved learner comprehension and motivation, particularly using simulations and hands-on methods. Furthermore, the teachers emphasised the importance of self-reflection and ongoing professional development in enhancing and refining their instructional practices. The study highlights the dynamic nature of teacher beliefs, shaped by experiential learning and exposure to technological tools. Recommendations include sustained professional development, institutional support for digital integration, and further research into scalable implementation strategies. The findings contribute to the broader discourse on technology-enhanced pedagogy in science education, particularly within resource-constrained contexts.
https://doi.org/10.26803/ijlter.24.8.38
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