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Teaching Mechanical Systems and Control: Insights from Grade 8 Technology Educators in Madibeng
Abstract
Mechanical Systems and Control constitute a critical component of the Grade 8 Technology curriculum in South African schools. However, their effective delivery remains uneven, particularly in under-resourced rural contexts. The purpose of this study was to investigate the pedagogical practices of Grade 8 Technology educators within the Madibeng Local Municipality. Employing a qualitative single-case study design, data was collected through non-participant observations, semi-structured interviews, open-ended questionnaires and document analysis. The study purposively sampled seven Grade 8 educators, each representing a different secondary school in close proximity to the researcher's residence. The findings reveal significant gaps in pedagogical content knowledge, particularly in educators' ability to articulate and simplify abstract mechanical concepts for learners. In addition, participants identified the scarcity of instructional resources and insufficient subject-specific training as critical constraints to effective teaching. Drawing on these insights, the study advocates for targeted professional development initiatives tailored to mechanical systems and control, enhanced support from subject advisors and the provision of contextually appropriate teaching aids. Such interventions are essential to strengthening educators’ instructional capacity and improving learner engagement with this technically demanding curricular area.
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DOI: https://doi.org/10.17509/invotec.v21i2.88784
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