This thesis reports on how primary and secondary teachers' knowledge influenced the implementation of a Year 1-10 science syllabus which was introduced into Queensland in 1999. The study investigated how the teachers' knowledge of the primary and secondary teachers differed and how teachers' knowledge impacted on the implementation of the science curriculum. Teacher knowledge otherwise referred to as teacher beliefs and practices has been acknowledged as an influence in the implementation of curriculum. Yet, a considerable portion of curriculum evaluation has focused on measuring the successful implementation of the intended curriculum and not the enactment. As a result, few studies have investigated how the curriculum has been influenced by teacher knowledge or have compared primary and secondary teacher knowledge. Furthermore, in order to provide a seamless grade one to ten science syllabus it is necessary to compare primary and secondary teacher beliefs and practices to determine whether or not the beliefs and practices held by these two groups of teachers is similar or dissimilar and how these beliefs and practices in turn, impact on the implementation of a curriculum. The research adopted Eisner's (1991) methodology of educational criticism and used a comparative case study approach to investigate the teacher knowledge of four primary and three secondary teachers. Data were presented as a dialogue between three composite characters, a lower primary, a middle/upper primary and a secondary teacher. The results revealed that teachers utilised three sets of beliefs to shape the implementation of the science curriculum. These were categorised as expressed, entrenched and manifested beliefs. The primary and secondary teachers did possess similar sets of beliefs and knowledge bases but their strategies for implementation in some instances were different. Furthermore, these sets of beliefs and knowledge bases served as motivator or an inhibitor to teach science in the manner that they did. A theoretical model was developed to explain how these sets of beliefs influenced the curriculum. This study provides professional developers with a framework to observe teacher beliefs in action and thereby to assist in the facilitation of curriculum change.

The study serves to explore teachers’ enactment of the Curriculum and Assessment Policy Statement (CAPS) in selected Free State Province schools. The data was collected by means of semi-structured individual interviews. The respondents were grade 11 teachers whose schools were chosen by the researcher because all the respondents had undergone a week long CAPS training. The study adopted a qualitative approach therefore a purposive non-probability sampling strategy was used to select the sample. The collected data from the respondents was analysed qualitatively and recommendations based on the research findings were made. In a nutshell, the teachers’ enactment of CAPS still remains a tall order for the South African teacher but with sufficient support and encouragement to the teacher from all stakeholders it can become a success story. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The study serves to explore teachers’ enactment of the Curriculum and Assessment Policy Statement (CAPS) in selected Free State Province schools. The data was collected by means of semi-structured individual interviews. The respondents were grade 11 teachers whose schools were chosen by the researcher because all the respondents had undergone a week long CAPS training. The study adopted a qualitative approach therefore a purposive non-probability sampling strategy was used to select the sample. The collected data from the respondents was analysed qualitatively and recommendations based on the research findings were made. In a nutshell, the teachers’ enactment of CAPS still remains a tall order for the South African teacher but with sufficient support and encouragement to the teacher from all stakeholders it can become a success story. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)