This study investigated the effects of incorporating English language teaching in Physical Sciences education. The sample was selected from Physical Sciences Grade 10 learners in a school in Mpumalanga Province and comprised an experimental group who were taught through a workbook that incorporated language teaching in science lessons and a control group who were taught via the normal textbook prescribed by the Department of Basic Education. Pre- and post-tests were administered to both groups and a sample of learners participated in a focus group interview. Two educators were also individually interviewed. The results revealed that incorporating language teaching in science lessons not only improves learners’ academic performance but also their comprehension skills, and encouraged the application of learner-centred methods of teaching. The study recommends that Physical Sciences textbooks include English language activities with the view of incorporating language teaching in Physical Sciences content lessons. / Science and Technology Education / M. Ed. (Natural Science Education)

Diploma thesis "Principles of popularization of scientific knowledge on the Czech and American news servers" evaluates and compares news published during three month period in scientific sections of news servers in the Czech Republic and the United States of America. The thesis follows room provided for scientific topics, the audiovisual features and theme agenda on NYTimes.com, USAToday.com, iDnes.cz and Novinky.cz. The results are accomplished through the quantitative content analysis which is supplemented by the qualitative semiotic analysis. The semiotic analysis determins compositional and narrative structures and the language features in the articles. It is very important to be concerned about the scientific journalism, as science is important in people's lives and, furthermore, it is the public who helps to support scientific efforts financially. Thus, scientists should be concerned about and aware of science communication in media.

This study investigated the effects of incorporating English language teaching in Physical Sciences education. The sample was selected from Physical Sciences Grade 10 learners in a school in Mpumalanga Province and comprised an experimental group who were taught through a workbook that incorporated language teaching in science lessons and a control group who were taught via the normal textbook prescribed by the Department of Basic Education. Pre- and post-tests were administered to both groups and a sample of learners participated in a focus group interview. Two educators were also individually interviewed. The results revealed that incorporating language teaching in science lessons not only improves learners’ academic performance but also their comprehension skills, and encouraged the application of learner-centred methods of teaching. The study recommends that Physical Sciences textbooks include English language activities with the view of incorporating language teaching in Physical Sciences content lessons. / Science and Technology Education / M. Ed. (Natural Science Education)