Orientador: Maria Jose Pereira Monteiro de Almeida / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-10T17:49:57Z (GMT). No. of bitstreams: 1 Magalhaes_GloriaLucia_M.pdf: 7351907 bytes, checksum: 4cab769d0e60be975881f6d32a8196ef (MD5) Previous issue date: 2008 / Resumo: Este estudo considera como situação problemática o fato de que as crianças de seis anos, que há pouco tempo estavam na Educação Infantil, já estarem, hoje, no Ensino Fundamental, e tem como objetivo estabelecer modos de trabalhar no sentido do avanço dos conhecimentos relacionados à ciência, numa situação específica, ou seja, nas escolas com crianças não alfabetizadas que vivem na zona rural, no município de Três Pontas/MG, e cursam a Fase Introdutória do Ensino Fundamental. Para tal, consideramos as seguintes questões de estudo: 1. Como trabalhar aspectos de conhecimentos relacionados às ciências da natureza com crianças não-alfabetizadas. 2. De que maneira recursos como a história infantil, a música, o desenho, podem constituir-se em mediações para o avanço das crianças não-alfabetizadas no que se refere a conhecimentos relacionados às ciências da natureza. Para o desenvolvimento do trabalho, dois encontros foram realizados. No primeiro, as crianças foram motivadas a relatar o que gostavam de fazer, como brincavam, onde, com quem, os lugares que freqüentavam e, ainda, suas ocupações diárias. No segundo, ministramos uma aula, na qual o assunto a ser discutido com a turma estava relacionado com interesses e problemas manifestados pelas crianças no primeiro encontro. O arco-íris, algumas questões de gênero, e o Vento foram os temas discutidos durante a aula, na qual a aproximação das crianças com múltiplos recursos pedagógicos como globo terrestre, imagens, textos, fantoches, contribuiu para a mediação de conhecimentos relacionados às ciências da natureza e algumas questões sociais. Foi realizada a análise discursiva, de parte das aulas organizadas e ministradas por nós, enquanto pesquisadora-professora, pautadas, principalmente, em noções de trabalhos publicados no Brasil, por Eni Orlandi, com os recursos mencionados. Os principais aspectos trabalhados relacionam-se a conhecimentos sobre o arco-íris e questões de gênero e o vento. Foi possível evidenciar conhecimentos trazidos pelas crianças e detectar avanços em relação a esses conhecimentos / Abstract: This study considers as a problematic situation the fact that the six-year-old children, that a short time ago were on the Infant Education, already are today in the Fundamental Education, and it has as objective the establishing of methods of working in the sense of the knowledge advancement related to the science at a specific situation, in other words, at the schools with nonliterate children that live in the rural area, in Três Pontas town/MG, and that attend the Introductory Phase of the Fundamental Education. For this, we considered the following study questions: 1. How to work knowledge aspects related to the nature sciences with non-literate children. 2. In which ways resources such as infant stories, music, drawing can constitute themselves into mediations for the advancement of the non-literate children with regard to knowledge related to the nature sciences. For the development of the study, two meetings were performed. In the first one, the children were motivated to report what they liked to do, how they used to play, where, with whom, the places they used to go to and their daily occupancies. In the second one, we ministered a class, in which the subject to be discussed with the class was related to the interests and problems manifested by the children at the first meeting. The rainbow and some gender questions, and the Wind were the discussed themes during the class, in which the children¿s approach with multiple pedagogic resources such as the earth, images, texts, puppets contributed to the mediation of knowledge related to the nature sciences and some social questions. The discursive analyses of part of the classes organized and ministered by us was performed, while researcher-teacher, regulated, especially, in notions of studies published in Brazil, by Eni Orlandi, with the mentioned resources. The main aspects worked with, are related to knowledge about the rainbow, and gender questions, and the wind. It was possible to make the knowledge brought by the children evident, and to detect advances in relation to this knowledge / Mestrado / Ensino, Avaliação e Formação de Professores / Mestre em Educação

Orientador: Mauricio Compiani / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociencias / Made available in DSpace on 2018-08-12T21:05:42Z (GMT). No. of bitstreams: 1 Silva_FernandaKeilaMarinhoda_D.pdf: 3448060 bytes, checksum: 15cbb76553325b92c0388c6341950ae8 (MD5) Previous issue date: 2009 / Resumo: A presente pesquisa aborda a formação de professores a partir do projeto "Geociências e a Formação Continuada de Professores em Exercício no Ensino Fundamental", que ocorreu entre os anos 1996 e 2001, no Instituto de Geociências, Unicamp. O objetivo principal da tese foi reconstruir o processo formativo vivido pelas professoras a partir da reflexão sobre os principais aspectos teóricos metodológicos do Projeto. A análise privilegiada nessa tese parte do conteúdo dos relatórios das professoras participantes e da coordenação do Projeto, além de três entrevistas feitas com três professoras envolvidas no processo de formação. Esses dados possibilitaram um recorte de análise que abordou três aspectos principais. Primeiro, as Práticas de Debate e Reflexão do projeto, que embora guardem semelhança e tenham o referencial de Donald Schön como referência, foi uma prática que, nessa tese, é considerada em função do coletivo envolvido na prática colaborativa. Um segundo aspecto está relacionado à pesquisa do professor, pois o projeto privilegiou a formação do professor a partir da investigação que o mesmo faz de sua prática. Finalmente, o terceiro aspecto estaria relacionado às opções conceituais do Projeto: as geociências e as estratégias didáticas de natureza construtivistas. Nesse ponto, o interesse foi por destacar as ressignificações feitas pelas professoras no decorrer do processo formativo. Essa análise foi feita a partir do referencial bakhtiniano, especialmente, a teoria do enunciado pois, a partir dela a materialidade lingüística ganha contornos específicos e passa a representar e ser representada por sujeitos falantes integrantes de um determinado grupo social. Entre os enunciados dos relatórios e entrevistas, foi possível relembrar e dar novo sentido a diversos aspectos do Projeto Geociências, enxergando toda essa produção como apropriações das professoras em relação às demandas do Projeto. / Abstract: This research approaches the training of teachers in the context of a research project entitled "Geosciences and the continuing teacher education for elementary and secondary school", that was carried out between the years 1996 and 2001, Institute of Geosciences, at Campinas University - UNICAMP. The main goal of the thesis was to rebuild the educational process faced by teachers by reflecting upon the major theoretical and methodological aspects proposed by the Project. The analysis considers the content of reports written by participating teachers, the reports written by the coordination of the program, as well as three interviews carried out with three teachers involved in the continuing education process. The analysis of the corpus approached three main aspects: First, it approached the practices concerning debate and reflection attitudes in the context of the project. Although these practices present similarities to Schön's theoretical approach, in this thesis, they were adopted considering the collectiveness that was involved in collaborative practice in the program. A second aspect is related to the research process conducted by teachers; since the project has focused on the investigation that teachers carry on taking into consideration their own practice. Finally, the third aspect is the one related to conceptual basis of the Project, such as: the concept of geosciences, and the constructivist nature of teaching strategies. By analyzing the corpus, the main interest was to highlight the re-signifying process teachers implemented during the training process. This analysis was embedded in the theory of enunciation based on Bakhtin, through which the linguistic substance acquires specific contours and it is able to represent and be represented by speakers, members of a particular social group. The reports and interviews analyzed made possible to remember different aspects of Geosciences Project and re-signifying them in such a way that we considered that the teachers' production faces a constant process of appropriation and re-appropriation of concepts concerning the demands of the project. / Doutorado / Doutor em Ciências

Orientador: Yara Kulaif / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociencias / Made available in DSpace on 2018-08-13T02:51:18Z (GMT). No. of bitstreams: 1 Gebara_MariaJoseFontana_D.pdf: 8077966 bytes, checksum: 8f8de00b77694cdb8c91cfd15b541720 (MD5) Previous issue date: 2009 / Resumo: Nesta tese analisamos questões ligadas à formação de professores de Ciências e, nessa perspectiva, o trabalho desenvolvido parte da premissa de que a melhoria do ensino de Ciências implica múltiplos fatores. Contudo, dentre todos os desafios, para nós é central a figura dos professores, pois estes como quaisquer outros profissionais, precisam contar com cursos de atualização profissional para acompanhar as inovações de sua área, mantendo-se atualizados e criticamente atuantes nas escolas onde trabalham, por isso mesmo nos preocupam os critérios de planejamento desses cursos. A investigação estruturou-se na tese segundo a qual a natureza interdisciplinar do conhecimento geocientífico pode contribuir para formação de professores de Ciências e Matemática do ensino fundamental, preparando-os para trabalhar segundo as orientações dos Parâmetros Curriculares Nacionais (PCN). Os resultados obtidos apontaram algumas dessas contribuições, bem como seus limites. Neste trabalho avaliamos o alcance de práticas de ensino-aprendizagem interdisciplinares, tendo como fio condutor conhecimentos de Geociências/Geologia, partindo do princípio que esses conhecimentos podem, apesar de complexos e abstratos, serem interessantes e estimulantes, além de serem fundamentais para a formação do pensamento científico dos estudantes. No estudo, em que a pesquisadora atuou também como professora, investigamos temas gerais de Geociências/Geologia, com atenção especial ao "Tempo Geológico" e "Modelo do Interior da Terra", que se revelaram foco de inúmeras concepções alternativas, identificadas como um dos limites à utilização pedagógica destes conhecimentos. Tendo como pano de fundo as questões acima os dados empíricos foram colhidos por ocasião das aulasoficina, ministradas no Projeto de Formação Continuada Teia do Saber-2007 da Secretaria de Educação do Estado de São Paulo. Os resultados da investigação, bem como o alicerce teórico presente na análise, foram desenvolvidos ao longo de cinco capítulos, sempre com a perspectiva de subsidiar reformulações em programas de formação continuada. Os resultados obtidos evidenciaram a importância da rediscussão dos cursos de formação de professores de Ciências, bem como a necessidade de adequar estes cursos às especificidades de grupos de professores e disciplinas. A pesquisa revelou também que a utilização de conhecimentos Geocientíficos contribui para o ensino e a formação do pensamento e da atitude científica de alunos e professores. / Abstract: In this thesis we analyze issues related to the training of science teachers from a perspective that contemplates the improvement of science teaching as a result of several factors. Nevertheless, among several challenges, we consider the figure of the teacher as central. Inasmuch as these, as any other professionals, must be exposed to professional development in their field in order to remain constantly up to date and operating in the schools where they work. Therefore, our main concern is the criteria in which these professional development courses are planned. This investigation was based on the thesis that the interdisciplinary nature of the geoscientific knowledge can contribute to the training of middle school teachers of Life Sciences and Mathematics, preparing them to work according to the guidance of the Parâmetros Curriculares Nacionais (PCN). The results indicate some of these contributions, as well as its limits. We assess the possibilities of interdisciplinary teaching and learning experiences, having as main background Geo Sciences/Geology, baring in mind that these areas of knowledge can, despite being complex and abstract, be interesting and stimulating, and also basic in the formation of the students scientific way of thinking. In this study, where the researcher also performed as teacher, we investigate general subjects of Geosciences/Geology. Special attention is given to the "Geological Time" and "Model of the Interior of the Earth", as they became focus of several alternative conceptions, identified as one of the barriers to the pedagogical use of this knowledge. Having as framework the questions above the empirical data were recorded in the lesson-workshop, given in the Project of Continued Formation "Teia do Saber-2007" of the Secretariat of Education of the State of São Paulo. The results of this investigation, as well as the present theoretical foundation in the analysis, is developed throughout five chapters, always with the perspective to supply information in order to reorganize the programs of continued professional development for teacher training. Results have shown the importance of the discussion of the Science teacher training programs, as well as the necessity to adjust these courses to the particularities of the groups of professors and areas of study. The research has also shed light on the fact that the use of geoscientific knowledge contributes to the education and formation of learners (students) and teachers. / Doutorado / Doutor em Ensino e História de Ciências da Terra

Orientador: Hernandes Faustino de Carvalho / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Biologia / Made available in DSpace on 2018-08-23T07:35:15Z (GMT). No. of bitstreams: 1 Oliveira_MayaraLustosade_M.pdf: 4413688 bytes, checksum: 0a8f97c5671981f59c6a55ef98721b62 (MD5) Previous issue date: 2013 / Resumo: Os avanços tecnológicos dos últimos anos exigem novas posturas nos ambientes de ensino de modo a diminuir as distâncias entre o cotidiano dos estudantes e o dia-a-dia na sala de aula. O presente projeto teve por objetivo o desenvolvimento de uma interface adaptativa (IA), de modo a atender essa necessidade presente, estimulando os alunos ao estudo e facilitando o processo de ensino aprendizagem. O espaço virtual desenvolvido neste caso foi um site <http://biocelunicamp.wix.com/ppg>. Foram construídas três abas destinadas a três grupos de usuário: Básico (Ensino Fundamental), Médio (Ensino Médio) e Avançado (Ensino Superior). Todas as abas da IA tratam do tema "proliferação celular", no entanto, foram utilizados recursos e linguagem adaptados a cada nível. Para avaliação do recurso, o site foi aplicado para estudantes do ensino fundamental de escolas adventistas (4 classes - 117 alunos), do ensino médio do Colégio COTUCA (4 classes - 131 alunos) e do ensino superior para o curso de Ciências Biológicas da Unicamp (2 classes - 95 alunos). Todos os grupos foram divididos randomicamente em: experimental (recebe a aula com a IA) e controle (aula convencional sobre o mesmo assunto). Vale ressaltar que os estudantes do grupo controle também tiveram aula com a IA, após a avaliação da mesma. Antes da aplicação da IA, os estudantes responderam a um pré-teste para verificar os conhecimentos prévios e analisar a homogeneidade entre as turmas. Após a aplicação da aula com e sem a interface, todos os estudantes responderam a um pós-teste e construíram um mapa conceitual. Além destes instrumentos, as avaliações formais da disciplina também foram utilizadas para verificar a eficácia da IA. Entrevistas foram realizadas com os estudantes e uma carta avaliativa solicitada aos professores. Aplicando ANOVA (one way) aos resultados dos pré-testes, foi possível verificar que não houve diferença significativa entre as turmas do ensino médio (p=0.49), do ensino fundamental (p=0.92) e do ensino superior (p=0.09). Quando comparados os pós-testes, percebeu-se diferença significativa entre os grupos controle e experimental de todos os níveis (p<0.05), demonstrando que os estudantes que tiveram aula com a interface apreenderam melhor o conhecimento. Ao avaliar os mapas conceituais percebeu-se que os mapas dos grupos controle possuem um maior grau de generalidade, ou seja, são menos específicos e contêm menos conceitos em relação aos mapas dos grupos experimentais. Foi observada também uma menor quantidade de conectivos e proposições nos mapas dos grupos controle, diminuindo também o número de inter-relações na estrutura. A carta de todos os professores demonstrou aprovação à metodologia e interesse em aplicá-la em outras oportunidades. Sendo assim, podemos afirmar que esta sugestão de redesenho das aulas e da metodologia corrente, utilizando a IA, além de estimular os alunos a estudar de modo mais ativo e participativo, motivou os professores e, por conseguinte, permitiu a facilitação do processo de ensino-aprendizagem em mão dupla / Abstract: The technological advances of recent years require new attitudes in learning environments, in order to bridge the gaps between the daily lives of students, and the daily activities in the classroom. The aim of this project was to develop an adaptive interface (AI), in order to meet this current need, encouraging students to study and facilitating the teaching-learning process. The virtual space developed in this case was a website <http://biocelunicamp.wix.com/ppg>. Three tabs were built for three user groups: Basic (Elementary School), Medium (High School) and Advanced (College). All AI tabs had the same subject, cell proliferation. However, adapted resources and language were used for each model. For evaluation of the resource developed, the site was used with elementary school students from Adventist Schools (4 classes - 117 students), high school students from COTUCA school (4 classes - 131 students) and Higher Education students of the Biological Sciences course from Unicamp (2 classes - 95 students). All groups were randomly divided into experimental (receiving class with AI) and control groups (conventional lecture of the same subject). It is important to stress that students in the control group also had class with the AI, but only after the evaluation. Before the implementation of the AI, students answered a pre-test to verify the previous knowledge and examine whether there were differences between the groups. After applying the lesson, with and without the interface, all students answered a post-test and built a conceptual map. In addition to these instruments, formal evaluations of the course were also used to verify the effectiveness of the AI. Interviews were conducted with students and an evaluation letter was requested to the teachers. Applying ANOVA (one way) to the results of the pre-tests, we found that there was no significant difference between the high school (p = 0.49), the basic education (p = 0.92) and the college groups (p = 0.09). Comparing the post-test results, we noticed a significant difference between the control and experimental groups at all levels (p <0.05), demonstrating that students who had classes with the interface did get better grades. When evaluating the conceptual maps, we found that maps from the control groups had a higher degree of generality, ie, are less specific and contain less concepts in comparison with the experimental groups maps. There was also a smaller amount of connective propositions on the maps from the control groups, reducing the number of inter-linkages in the structure. The evaluation letters by the teachers showed approval and interest to apply the AI in other opportunities. Thus, we conclude that this suggestion of innovating the classes and the methodology currently applied, using the AI, besides of encouraging the students to study in a more active and participative way, it motivated the teachers, and therefore facilitated the teaching-learning process in both directions / Mestrado / Biologia Celular / Mestra em Biologia Celular e Estrutural

Currently South African museums are faced with the challenge of evaluating and transforming their roles and functions as a response to changing national educational needs. The purpose of this study was to investigate whether aspects of the integrated strategies approach to promoting scientific literacy can be successfully employed in a museum context. The approach was used as part of the education programmes at the Port Elizabeth Museum School (Bayworld) and mixed methods were used to gather qualitative and quantitative data on the teachers’ ability to adopt the strategy. Data were also generated on the teachers’ perceptions of teaching and learning, possible activities which supported the approach, and aspects of the strategy which the learners adopted most readily. The findings suggest that active engagement in the process resulted in effective adoption of the strategy by the teachers, improved attitudes towards science learning by both the teachers and children who participated in the process, and improved scientific literacy in both.

The focus of this study is the competences expected of teachers in the senior phase to assess the Natural Sciences learning area. In order to be in line with the new developments, the South African science teacher will need relevant assessment training in order to utilise appropriate techniques that are in line with the new educational philosophy. The question arises: What competences do teachers need for assessing science in the senior phase? An ethnographic case study was implemented as research methodology in the descriptive research paradigm. The investigation comprised observing the classroom practices of a sample of three senior phase science teachers in two primary schools and in one secondary school in the Port Elizabeth region. The data obtained from the observations were triangulated with related artefacts produced by both the teachers and the learners in each case. In order to establish these expected competences a document analysis was done from a selection of South African documents. The descriptions of the real life assessment practices of the sample of science teachers were then compared with the competences expected by the South African education system. The comparison between the real-life assessment practices and the expected practices concurred with Shepard’s (2000, p.12) belief that the abilities needed to implement classroom assessment “are daunting”. The classroom-based assessment practices of the sample of teachers revealed a variety of assessment beliefs, practices and competence. The needs of these teachers are so diversified and intense that individualised professional development is needed if sustained implementation of the new curriculum and accompanying assessment competences is to be facilitated. The research established the need to develop an instrument that the science teachers can use to assess their own competence. There should be training modules drawn up in line with this instrument. Teachers should be able to choose the professional development modules that would address their own unique needs

M.Ed. / This study was conducted with the main aim to inquire into the possibilities of the integration of themes on HIV/AIDS into the Natural Sciences (Grades 7-9) and Life Sciences (Grades 10-12) curriculum in such a way that learners can become aware of the danger of an epidemic such as caused by HIV/AIDS, and start to take care of themselves. The researcher also wanted to explore the views of educators as stakeholders’ perseverance and strategies for combating the pandemic spread of the HIV/AIDS amongst our youth and everyone else. It is generally accepted that many schools are already experiencing the effects of the disease as teachers, learners and members of their families fall ill and even die. This often results in the disruption of the normal school programme. At present, the assumption can be made that there is no integration of themes, knowledge and life skills on HIV/AIDS and the Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) curriculum, and no teaching about the consequences of this disease. It is clear that HIV/AIDS, Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) programmes should be designed to enable young learners to develop the skills, knowledge, attitudes and values that will prepare them to identify and solve problems and make decisions for their own benefit. At the same time, Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) help learners to develop basic personal and community health knowledge and skills that would benefit the whole community. They will also learn about their rights and responsibilities and the causes and impact of problems that may affect their health and safety because the HIV/AIDS programmes can also be incorporated into the Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) curriculum. Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12), and themes on HIV/AIDS, link closely to the knowledge and experiences the learners bring with them to school. The programmes should affirm both this prior knowledge and experience, and assist in the development of new life skills out of it. The Department of Education is expecting that the issue of HIV/AIDS should be taught in school. The problem that arises is HOW TO link or integrate HIV/AIDS and Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12). The educators need to be capacitated through in-service training and workshops to enable them to handle the issue of HIV/AIDS with all the sensitivity it deserves. Where teachers can draw on their relevant professional experiences and expertise to integrate and strengthen their Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) skills, they should do so without hesitation. At the same time they should address the development of appropriate life skills and knowledge on HIV/AIDS to deal with the consequences of the disease and how to fight it. / Dr. M.C. van Loggerenberg

The thesis illustrates the contention that an outcomes-based system with its underlying philosophy of social constructivism cannot operate effectively within a traditional school system. Restructuring of an institution is necessary to accommodate the outcomes-based system. Using the research instruments of interviews, questionnaires, journals, participant observations and collection of physical artefacts, two case studies investigating systemic factors as they influence science learning were conducted in two South African schools. The one school, St Sebastian's College, was an extremely well resourced school while the other, Mtunzini High School was a middle class school in comparatively deprived circumstances. Attempts were made to introduce an outcomes-based education course involving a group of grade 8 learners in the respective schools. Difficulties in implementation were encountered and at best only very limited success was achieved. There were two reasons for this. First, particularly in the case of St Sebastian's College, I designed a course which was over ambitious in that it was not suited to the developmental stage of the learners. Second, traditional schooling systems follow a perspective of education termed 'the structure of the disciplines' which fosters a system of rigid time tabling, compartmentalisation of subjects and emphasis upon summative assessment. In contrast, the curricula I designed involved a 'cognitive' perspective which required flexible time scheduling, integration of subjects and developmental assessment. The conflicts which arose include time constraints and resistant attitudes on the part of learners and teachers. The thesis culminates with some suggested steps to follow should a school community wish to restructure. These include a shared vision, employing organised abandonment, capacity building and commitment to a systemic perspective.

The National Curriculum of Education was implemented with the broad view of including all learners as laid out in the document Toward Education for All. The curriculum emphasised that the topic distillation should be studied. According to the Examiners Reports, the topic distillation is one of the topics where learners face difficulties in the Namibian Senior Secondary Certificate Ordinary (NSSCO) examination Grade 12. This led me to do research on understanding how Physical Science teachers mediate the topic distillation in Namibia specifically in the Kavango region. The study was carried out at two rural schools with two teachers teaching Grade 11. The community member who I asked to demonstrate the making of Kashipembe was also a participant during this study. Kashipembe is a local cultural brew alcohol beverage commonly made in the Kavango East and West Regions of Namibia, which was used as a learning context in this research study. The study used a qualitative case study underpinned by an interpretive paradigm. Data was generated through the use of document analysis, semi-structured interviews, stimulated recall interviews, lesson observations, brainstorming and practical demonstration of making Kashipembe. These different methods of data gathering were used with the aim of triangulating and validating the data. Therefore, my theoretical framework adopted Vygotsky’s (1986) mediation of learning, social constructivism and pedagogical content knowledge according to Shulman’s (1986) theory. The emergent themes were identified inductively and they were colour coded. These themes were later developed into analytic statements which were used in the study. The findings indicate that the use of community knowledge and experience during the teaching of scientific concepts like distillation is important. These findings can also be used by the practising teachers to make their teaching more effective in the curriculums where distillation is included. Therefore, the Namibian curriculum developers need to include this community knowledge in the curriculum to make it easier for the learners to make sense of the topic distillation.

The teaching of abstract concepts requires higher cognitive thinking skills and thus presents a challenge for most subjects in the curriculum, in particular, science subjects. Teachers often complain that they struggle to develop higher cognitive skills in learners in such topics. As a result, learners fail to understand science concepts and then complain that science is boring and hence lose interest in the subject. The main reason for this study was to investigate how Grade 7 Natural Science teachers mediate the learning of abstract topics, in particular, atoms and molecules which are regarded as the building blocks in chemistry. This study further sought to develop a teaching unit of work on atoms, molecules and the Periodic Table in partnership with the participating teachers, in order to help improve teaching and learning of the topic. The study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted whereby two Grade 7 Natural Science teachers in the Khomas Region were the research participants. This approach enabled me to seek for answers beyond the obvious classroom experiences by using document analysis, semi-structured interviews and classroom observation (which were video-taped and transcribed). The theoretical frameworks underpinning this study focused on mediation of learning and social constructivism as expounded by Vygotsky, in conjunction with Shulman’s pedagogical content knowledge. Hence, emphasis was placed on the teaching strategies used by teachers, such as elicitation of prior knowledge during the lessons, language used, interaction of learners and ways how teachers deal with the challenges faced by them in the mediation of learning. An inductive analysis to discover patterns and themes was applied during the data analysis process. The themes were further turned into analytical statements to interpret the data. The validation process was achieved by using a variety of data gathering techniques. I watched the videotaped lessons with the observed teachers and I made use of member checking in the form of stimulated recall interviews and transcripts of the interviews. Thus, a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations. Different chapters of my study were given to colleagues to read through as a means of the validation process. Herein lies the importance of a critical friend in qualitative research. The findings of the study revealed that concepts of high cognitive demand should not be oversimplified when introduced to learners, as learners might find it difficult to define and conceptualise concepts as they do not have proper insights into the concepts. The findings further illuminated that teachers should develop a strong subject content knowledge as well as pedagogical content knowledge to have the best strategies in place to mediate learning of this topic. The study concludes, with Phase 2, that the exposure of and cooperation between teachers plays an indispensable role in their professional development. Essentially, this enables teachers to make use of different teaching styles as they scaffold learners in the process of making sense of, in particular, abstract science concepts. Finally, this study recommends that teachers need to engage in on-going professional development opportunities and be equipped with suitable learning support and other necessary physical resources, as a way of motivation and to be in a position to deal with all the many challenges they have to face during the mediation of learning.