This study focused on curriculum development in biology education. It was based on the present biology curricula from grade 10-12. The purpose of the study was to investigate the attitudes of secondary school learners towards involvement in curriculum development and specific biology content areas of all three grades. The assumption was that future curriculum planning and development in science (biology) education should consider learners' preferences, interests and needs. For the empirical investigation, a sample of 666 grades 10, 11 and 12 learners from three different school types (rural, ex-model C and private schools) in the Northern Province completed an attitude questionnaire. Statistical analysis of the results led to the following findings, amongst others. • With regard to willingness to be involved in curriculum development, the results were as follows: (a) Significant differences were found between learners when age and school type were used as moderator variables. (b) No significant differences were found when grade and gender were used as moderator variables. Regarding the attitudes of learners towards involvement in curriculum development and specific biology content, some low but significant relationships and a number of significant differences were found between learners' attitudes towards involvement in curriculum development and specific biology content for all the grades. In each instance, age, gender and school type were also taken into consideration. These findings suggest a complete and significant restructuring of the biology curriculum in secondary schools. A learner-centred curriculum design that actively involves learners in decision-making will consider the needs and interests of learners. This is seen as appropriate in an outcomes-based approach and may lead to more motivated learners. / Psychology of Education / D. Ed. (Department of Psychology of Education)

This study focused on curriculum development in biology education. It was based on the present biology curricula from grade 10-12. The purpose of the study was to investigate the attitudes of secondary school learners towards involvement in curriculum development and specific biology content areas of all three grades. The assumption was that future curriculum planning and development in science (biology) education should consider learners' preferences, interests and needs. For the empirical investigation, a sample of 666 grades 10, 11 and 12 learners from three different school types (rural, ex-model C and private schools) in the Northern Province completed an attitude questionnaire. Statistical analysis of the results led to the following findings, amongst others. • With regard to willingness to be involved in curriculum development, the results were as follows: (a) Significant differences were found between learners when age and school type were used as moderator variables. (b) No significant differences were found when grade and gender were used as moderator variables. Regarding the attitudes of learners towards involvement in curriculum development and specific biology content, some low but significant relationships and a number of significant differences were found between learners' attitudes towards involvement in curriculum development and specific biology content for all the grades. In each instance, age, gender and school type were also taken into consideration. These findings suggest a complete and significant restructuring of the biology curriculum in secondary schools. A learner-centred curriculum design that actively involves learners in decision-making will consider the needs and interests of learners. This is seen as appropriate in an outcomes-based approach and may lead to more motivated learners. / Psychology of Education / D. Ed. (Department of Psychology of Education)

The purpose of this research was to trace the first year of progress made towards implementing the new curriculum for basic education in Mozambique and to gain clarity about the process with a view to formulating pertinent recommendations for its successful implementation. This study starts by presenting background information which highlights the need for the curriculum to be more relevant to the sociopolitical changes in Mozambique as the main aim of transforming the basic education curriculum. Secondly, it maps out the national environment in which the new curriculum is operating and the critical factors justifying the changes brought by curriculum transformation. Then it introduces the research questions that essentially explore four issues, namely (1) the nature of the new curriculum and the strategy used to implement it, (2) the perceptions of educators, subject specialists and principals regarding the new curriculum, (3) classroom practices as envisaged in the new education curriculum and (4) efforts towards successful implementation of the new curriculum. Before the research topic is addressed the precepts of curriculum theory and the principles of curriculum development are discussed as the context within which to conceptualize the implementation of the new curriculum in Mozambique. The study under review explores the seven basic conditions for effective change identified by Giacquinta (1998). The researcher has found with due reference to the subject literature that the relevance of these conditions is borne out by the findings of the research under review. This research therefore has the merit that it relates these conditions (referred as factors in the study) to each other, thus serving as an important guide for monitoring and implementing education change of which curriculum reform is a basic element. The study employed mainly quantitative analysis (descriptive statistical analysis and factor analysis) having as research instrument a survey questionnaire designed to gauge educators’ and learners’ opinions regarding implementation of the new Basic Education Curriculum in Mozambican schools. As the main findings of the study, it was clear from participating principals’ and teachers’ responses that school leadership is an essential factor in assuring the presence and maintenance of all the necessary conditions for successful implementation of the new curriculum. The capacity building is another indispensable factor derived from participating principals’ and teachers’ responses concerning successful implementation of the new curriculum, which is viewed as an important condition for creating and maintaining teachers’ confidence in their ability to fulfil new role expectations. In this regard, principals and teachers identified innovative classroom practices as an important condition for successful implementation of the new curriculum. So, principals’ responses showed that it was important to recognise the association between leadership, innovative classroom practices and capacity building, while participating teachers’ responses showed that there was an important link between capacity building and leadership, rewarding and innovative classroom practices. Thus, with the exception of rewarding the same factors were identified as critical by both principals and teachers. A distinct enabling condition for successful implementation of the new curriculum that emerged from participating students’ responses comprised (1) an association of students’ expectations, learning opportunities and outcomes, (2) students’ subject preferences, (3) and a friendly and supportive school environment. This research both contributes to understanding of the curriculum implementation process, and enables the formulation of pertinent recommendations towards successful curriculum implementation. It also enriches the current literature on this matter through critical analysis of a new curriculum implementation, offering empirical evidences of the relevance of school resocialization, which entails restructuring and reculturing. / Thesis (PhD)--University of Pretoria, 2008. / Education Management and Policy Studies / unrestricted