HomeAbstract of 10th-worldcteTransforming Knowledge into Practice: Agricultural Science Teachers’ Integration of Simulations and Hands-on Teaching Approaches

Transforming Knowledge into Practice: Agricultural Science Teachers’ Integration of Simulations and Hands-on Teaching Approaches

  • Jul 21, 2026
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Abstract Book of the 10th World Conference on Teaching and Education

Year: 2026

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Transforming Knowledge into Practice: Agricultural Science Teachers' Integration of Simulations and Hands-on Teaching Approaches

Malesela Dennis Mashishi, Mmapake Florance Masha, Sibusiso Moses Mtshali, Suresh Kamar Singh

ABSTRACT:

Facilitating knowledge transformation in Agricultural Science education necessitates teachers to develop instructional strategies incorporating advanced technological tools and digital resources. Furthermore, integrating simulations within the curriculum can help bridge the gap between theoretical concepts and practical application. Thus, this study explored how Agricultural Science teachers prepared their lessons to transform subject knowledge into practice. Through a qualitative multi-case study approach, six participants were intentionally chosen. Webb’s Model of Pedagogical Reasoning and Action, particularly emphasising the transformational phase, served as the theoretical framework for the research. Data were collected by reviewing documents and conducting semi-structured interviews, which were then analysed thematically and through content analysis. The findings revealed teachers’ commitment to learner achievement, meticulous lesson planning, inclusive motivation strategies, personalised instruction, and content selection informed by academic inquiry. Moreover, the study highlights teachers’ responsiveness to learner diversity, integration of emerging technologies, use of demonstrations and explanatory techniques, as well as engagement in reflective teaching and continuous professional development. These elements collectively enhance the effective transformation of knowledge. However, persistent challenges such as limited access to digital resources and the necessity for sustained professional development continue to impede progress. As a result, upcoming studies should consider additional factors, including strengthening professional development initiatives, enriching curricular content, expanding access to technological tools, and fostering reflective practices to inform strategic planning and policy formulation.

Keywords: Hands-on teaching, Lesson planning, Simulations, Transformation.