Teacher narration when using pictures to depict everyday life physical science contexts: A novel classification

Asaph Nkomo

doi:10.36681/tused.2023.040

Authors

Asaph Nkomo Lecturer https://orcid.org/0000-0002-2344-5972

DOI:

https://doi.org/10.36681/tused.2023.040

Keywords:

Affective domain, cognitive domain, direct observation, indirect observation, photographs

Abstract

This paper describes a study in which five physical science teachers were requested to take photographs and describe the science concepts embedded in these. Particularly, the science had to be relevant to the grade 10 – grade 12 curriculum they were teaching. This study was an exploratory case study employing qualitative methods. To analyze data from the study, the four-field method for analyzing photographs was used (Käpylä, 2014). The analysis reveals that in all the narratives accompanying the captured photographs, the Indirect Observation – Cognitive Domain dominated. The overall findings of the study demonstrate that the corresponding narrations reflect the cognitive role of photographs. However, this paper argues that phenomenological thinking about human experience connects emotions and personal and social meanings to factual knowledge and knowledge structures, therefore these purposes of pictures in teaching and learning of physical science could be divided into cognitive, affective and psychomotor domains.

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