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Abstract：
Background: This paper investigated some of the challenges in the application of Tshivenda scientific register (TSR) during classroom practices of some physical sciences teachers in some of the public secondary schools in the Vhembe West District, South Africa. Methods: It was an interpretative qualitative case study wherein three physical sciences teachers and 40 learners took part in the study. The study conducted at schools of Vhuronga 2 circuit in Vhembe West District between January 2022 to November 2022. Semi-structured interviews and classroom observations were used for data collections. Researchers analyzed their data through Data Analysis Scheme (DAS) which comprised of themes, categories, and characteristics in this qualitative study. Texts that belong to a particular theme were highlighted using same colour and track changes was also used to codify categories and characteristics of a theme. Results: The research findings had shown numerous challenges in the teaching and learning of physical sciences including teachers and learners not used to physical sciences being taught and learnt through TSR, not familiar with some scientific words in TSR, difficulties in understanding scientific term in TSR as well as absence of Tshivenda physical sciences resources beside TSR. Consequently, this has impacts on teacher and learner\'s ability to implement TSR in the teaching and learning of Physical Sciences. Moreover, the findings also show that teachers and learners participated in the study sometimes switch from Tshivenda Scientific words to English Scientific words during Physical Sciences lessons. Conclusions: Therefore, it is suggested that the above-mentioned challenges in the development and application of TSR for Physical Sciences teaching need to be addressed so that teachers can teach learners Physical Sciences through language they know best. Hence, physical sciences teachers must be developed, trained, and furnished with essential language skills for them to develop Tshivenda scientific language registers on other sciences topics.
摘要：
背景：本文调查了Vhembe西区一些公立中学的一些物理科学教师在课堂实践中应用Tshivenda科学登记册（TSR）的一些挑战，南非。方法：这是一个解释性的定性案例研究，其中三名物理科学教师和40名学习者参加了研究。该研究于2022年1月至2022年11月在Vhembe西区的Vhuronga2赛道学校进行。半结构化访谈和课堂观察用于数据收集。研究人员通过数据分析方案(DAS)分析他们的数据，该方案由主题组成，类别,和定性研究的特点。使用相同的颜色突出显示属于特定主题的文本，并且轨道更改还用于编纂主题的类别和特征。结果：研究结果表明，在物理科学的教学和学习中存在许多挑战，包括不习惯通过TSR教授和学习物理科学的教师和学习者，不熟悉TSR中的一些科学词汇，难以理解TSR中的科学术语，以及TSR旁边缺少Tshivenda物理科学资源。因此,这影响了教师和学习者在物理科学教学中实施TSR的能力。此外，研究结果还表明，参与研究的教师和学习者有时会在物理科学课期间从Tshivenda科学单词转换为英语科学单词。结论：因此，建议解决物理科学教学中TSR的开发和应用中的上述挑战，以便教师可以通过他们最熟悉的语言向学习者教授物理科学。因此，必须发展物理科学教师，受过训练，并为他们提供必要的语言技能，以开发有关其他科学主题的Tshivenda科学语言登记册。
