This study explored if there are differing beliefs and attitudes regarding working with students of multicultural backgrounds based on the content area specialties (i.e. biology, chemistry, Earth science and physics) of in-service secondary science teachers. The study was mixed methods and conducted in two parts. The first part focused on the use of quantitative statistical analysis to review the results of 152 respondents to a 54 Likert questions on the Survey on Multiculturalism in the Science Classroom (SMSC). The statistical analysis was followed up with qualitative analysis of interviews with 12 in-service science teachers representing the different content areas. Quantitative findings indicated that biology and Earth science teachers demonstrated similar patterns of responses in terms of comparative statistical analysis, network correlation diagrams, and general responses to the Likert items from the SMSC. Of the four content area groups, physics teachers demonstrated the greatest difference in their responses regarding multiculturalism. The results also showed that the beliefs and attitudes of chemistry teachers were correlated with those of physics teachers; this was not the case for biology teachers and Earth science teachers. Themes emerging from a qualitative analysis of the interviews included the following: a) In-service teachers have received little formalized training in regard to working with multicultural students; and b) Differences in teacher beliefs and attitudes reported in this study could be the result of diminishing representation of students from multicultural backgrounds in the different sciences, particularly as students move through a traditional progression from biology, to Earth science, to chemistry, to physics.

The purpose of this project was to develop a handbook of inquiry activities that can be used in high school Earth sciences.

Thesis (MEd (Curriculum Studies))--Stellenbosch University, 2008. / The numerous changes to the South African education system since January 1998 have had far reaching effects on schools and the training of educators (Government Gazette, 31 May 2002:13). Changes in subject content have occurred in various subjects, and the General Science (now Natural Science) syllabus is no exception. The General Science syllabus previously catered mainly for Chemistry, Physics and Biology, but the Curriculum 2005 (C2005) Natural Science syllabus includes subject matter on Physical Geography (Climatology, Astronomy, and Geomorphology) (Department of Education, 2002b:6). The problem with this is that educators that previously taught General Science are not necessarily qualified to present the Physical Geography component of the new syllabus. This study investigates the impact of the changes in the new curriculum. The review of existing literature on curriculum development in Natural Science education in South Africa emphasises key changes made in the development and implementation of C2005 and the Revised National Curriculum Statement (RNCS). It also explores the characteristic features of misconceptions, before considering specific misconceptions in Natural Sciences. The first part of the two-tiered empirical investigation is based on the results of questionnaires and interviews completed by different groups of Natural Sciences educators. The questionnaires, which drew in part on existing questionnaires used in similar studies, were based on information used for the literature review. The second part of the empirical investigation consisted of interviews conducted with Natural Sciences Departmental Heads at randomly selected schools. An attempt was made to determine how these senior educators experienced the implementation of C2005 and RNCS and what their attitude to the new curriculum were. The data obtained from the questionnaires and the subsequent interviews were categorised, interpreted and coded for statistical processing.

This research builds on and contributes to work in Natural Science teacher education and practice. The study places particular attention on the teacher’s role in the science classroom through gaining more understanding on their classroom practices. A qualitative approach was employed. Data was collected from three grade 7 Natural Science teachers using observation and interview schedules. Analysis of the data then followed using the Classroom Practice Diagnostic Framework. The findings thereafter included inadequate teachers’ teacher knowledge. The teachers’ instructional strategies where not varied enough and centred on teacher lecture and the demonstration method. Finally, authoritative discourse was very prominent as well as system accountability. Recommendations were then given ranging from use of teaching methods that encourage an active and critical approach to learning, to improving classroom discourse by avoiding authoritative discourse. The implications of the research include better understanding of how teachers link their science knowledge to how they teach it, and better science application by the teachers and learners in South Africa. / Science and Technology Education / M. Ed. (With specialisation in Natural Science Education)

This study aimed to explore teaching difficulties of Natural Sciences teachers when offering lessons in the Planet, Earth and Beyond strand. The aim was to understand their teacher knowledge, type of instructional strategies, and classroom discourse and interactions in their Natural Science classroom. The following question guided the study: What are the teaching difficulties of Planet, Earth and Beyond strand? A qualitative case study design was used for the study. The data was collected through semi-structured interviews and observations. The study revealed that NS educators: carry misconceptions to class; show poor knowledge of context in specific aims and assessment strategies while also choosing poor and irrelevant instructional strategies and; still see themselves as authority in class by applying a one- way approach. It is recommended that: educators be trained on how to implement active and critical learning, while empowering them with knowledge on NS specific aims and assessment strategies; departmental heads, SMTs, and subject advisor should engage in regular class visits in the NS educators` classes, reviewing lesson plans that educators prepared; schools should provide educators with CAPS relevant documents; the DoE should provide more education to educators on the importance of following the curriculum as prescribed in the CAPS document; the department should provide educators with relevant teaching aids and practical apparatus and in the absence advice educators on how to improvise and; the subject advisors should assist educators in identifying misconceptions. / Science and Technology Education / M. Ed. (Natural Sciences Education)