THE USE OF IMPROVISED RESOURCES IN SCIENCE CLASSROOMS IN SOUTH AFRICAN TOWNSHIP SCHOOLS Sam Ramaila Department of Science and Technology Education, University of Johannesburg (South Africa) Abstract A considerable number of schools in South Africa are under-resourced and this dilemma poses formidable instructional challenges which stifle teachers’ ability to foster meaningful teaching and learning in science classrooms. There is a critical need to circumvent general lack of resources in township schools by harnessing pedagogical affordances of improvised resources. In response to this key strategic imperative, the study examined the use of improvised resources in science classrooms in South African township schools. The study adopted a generic qualitative design and involved purposively selected science teachers from South African township schools as participants. Qualitative data was collected through semi-structured interviews and classroom observations. Key findings demonstrated that the use of improvised resources is central to coherent development of scientific literacy and sustainable inculcation of requisite scientific skills in science classrooms. Theoretical implications for pedagogic innovation are discussed. Keywords: Improvised resources, affordances, scientific literacy, pedagogic innovation. 1. Introduction A substantial number of schools in South Africa are under-resourced. There is a need for teachers to use improvised resources to circumvent general lack of resources in schools. According to Parker et al (2018), improvised instructional resources are local materials used in the absence of the real or original materials to bring about the same learning effect that the real equipment can bring about. Improvised instructional materials may include plants, soil or rocks, written or printed materials such as charts and magazines. The utilization of improvised resources can be harnessed to maximize the academic experience of learners in science classrooms (Adamu, 2020). According to Benson (2019), learners are able to learn through associative mechanism using multisensory modalities when teachers conduct lessons using different improvised resources. There is a need to explore the use of improvised resources particularly in under-resourced schools where opportunities for practical work are limited. 2. Background Improvisation demands creativity, adventure, and curiosity on the part of the teacher (Mensah, 2015). Ntladi and Ramaila (2020) point out that teachers lack appropriate professional skills to use improvised resources in schools in a meaningful way. Teachers prefer to use original standardized materials in schools as opposed to improvised resources (Mensah, 2015). Many science teachers are not able to improvise science education equipment due to lack of skills (Akuna & Callaghan, 2016). In support of this assertion, Okori and Jerry (2017) maintain that many teachers cannot improvise biology equipment due to lack of creativity and resourcefulness. Lack of adequate professional development is a major factor militating against the effective use of local resources in science teaching (Okori & Jerry, 2017). The prevailing situation is exacerbated by general lack of teaching and learning resources in schools (Sedibe, 2011). Availability of adequate resources is central to the provision of quality education. Poor learner performance can be attributed to inadequate learning facilities (Oladejo et.al, 2011). Appropriate strategic interventions that encourage teachers to embrace pedagogic innovation ought to put in place. Such interventions can be harnessed to develop teacher professional capacity required for meaningful utilization of improvised resources in science classrooms. https://doi.org/10.36315/2022v1end083 Education and New Developments 2022 367