Overcoming Participation Barriers in a Physical Sciences Classroom: Insights from the Use of a Sharing Stick and Sharing Circles

Abstract

This article explores how culturally responsive, guided strategies – specifically sharing circles and the use of a sharing stick – can support inclusive participation and collaborative learning in a rural secondary school science classroom. Drawing on Vygotsky’s sociocultural theory, the study examines how these tools mediate learner engagement and sense-making during lessons on abstract scientific concepts such as Newton’s second law of motion. The analysis focuses on how structured, dialogic spaces foster a sense of belonging and enable equitable communication among Grade 11 learners from a rural school with varying levels of confidence and linguistic backgrounds. Findings suggest that sharing circles create a supportive classroom environment where learners feel encouraged to voice their thoughts, while the sharing stick helps regulate participation, ensuring that all learners can contribute without fear of being interrupted or overlooked. The study integrates culturally relevant practices into science education to reduce affective barriers, promote inclusivity and enhance learners’ agency. It further offers insights into how simple, low-cost interventions can transform the classroom into a more interactive and empowering space for science learning. Implications for classroom practice and curriculum design are discussed, with a view towards more inclusive and dialogic science teaching approaches in diverse educational contexts.