TEACHERS’ PERCEPTIONS OF USING DIAGRAMMATIC REPRESENTATIONS TO TEACH SCIENCE IN PRIMARY CLASSROOMS

Abstract

Teachers use diagrammatic representations in classrooms to enhance students’ understanding of science concepts. This study explores how primary science teachers in public sector schools use, manipulate, and interpret diagrams to simplify science lessons. Guided by the research question, "How do teachers use, manipulate, and interpret diagrammatic representations to enhance science learning?", the study employed a qualitative design using semi-structured interviews with ten purposively selected teachers. Data were analyzed using the constant comparative method within a grounded theory framework. Findings revealed that while teachers acknowledged the effectiveness of diagrams in improving student understanding, they rarely used or fully understood how to manipulate and interpret them effectively. Most had not received formal training in this area. The study highlights the urgent need for professional development to build teachers’ competencies in using diagrammatic representations to support science teaching.