Human activities that involve interactions amongst three players i.e. nature, humans and technology, continue to impact negatively on the Earth's biosphere. The impact is tremendous: consumption of resources at an unsustainable level leading to rapid loss of natural resources and biodiversity. The plea to reverse this negative trend is as valid now as it were many years ago. While some progress has been made to develop strategies to wisely manage and protect the Earth's resources, the state of the environment is still fragile. Strategies are far from satisfactory: hence the grounds for a new commitment in a manner best suited to a country's needs and resources. In recent years, research in indigenous knowledge systems has been pursued in an attempt to develop a deeper understanding of its complex linkages with the environment. Incorporating some of these linkages in the science curricula provides opportunities for learners to make informed choices to address individual and society's needs by extracting relevant elements from Western science and indigenous knowledge systems. This research focuses on the use of indigenous knowledge in science education offered to grade eight and nine learners in South African schools. As part of this education, science curricula, teaching methodologies and resources therefore should be developed in response to the changing needs of learners and their communities. A close look at the natural science learning area of Curriculum 2005 shows that the South African curriculum developers have under-used indigenous knowledge in the teaching and learning of science at school level. The conceptualization of an inclusive and just science education has been evaded. Perceptions elicited from a small group of academics, well versed in IK, indicate that the majority of South African science teachers will embrace the inclusion of indigenous knowledge in the natural science learning area but will require significant assistance from the Department of Education. The key to deal with this daunting task is for the relevant role players to establish partnerships with the knowers and holders of indigenous knowledge and to operate in a neutral, noble and altruistic manner and that in itself in the present context is highly problematic. / Educational Studies / Thesis (D. Ed.)

ABSTRACT The study aims at establishing whether Foundation Phase schooling provides a proper foundation for the promotion of scientific literacy. Natural Science in the Foundation Phase is understood as scientific knowledge, process skills, and values and attitudes, which together should foster scientific literacy. Influential perspectives on learning, and teaching methods appropriate to Natural Science education in the Foundation Phase, are reviewed, and the Natural Science Learning Area in the RNCS discussed in the context of global trends in curriculum development. Finally the findings of an empirical survey on the perceptions of Foundation Phase teachers with regard to Natural Science teaching and learning, are presented. Major findings include the following: (1) Scientific literacy is currently not a curriculum priority in the Foundation Phase, due mainly to meagre time allocation and lack of applicable Learning Outcomes. (2) Although teachers appear predominantly positive towards the Learning Area, significant shortcomings need to be addressed before Natural Science teaching in the Foundation Phase may claim to provide the required basis for promoting scientific literacy. OPSOMMING Die studie poog om vas te stel of Grondslagfase-onderrig `n geskikte basis lê vir die bevordering van wetenskaplike geletterdheid. Natuurwetenskappe in die Grondslagfase word beskou as `n kombinasie van wetenskaplike kennis, prosesvaardighede, en waardes en ingesteldhede, wat gesamentlik wetenskaplike geletterdheid ten doel het. Invloedryke perspektiewe op leer, en gepaste onderrigmetodes vir die effektiewe fasilitering van Natuurwetenskappe-onderrig in die Grondslagfase word onder die loep geneem voordat die Natuurwetenskappe-leerarea in die Hersiene Nasionale Kurrikulumverklaring bespreek word binne die konteks van wêreldwye neigings in kurrikulumontwikkeling. Laastens rapporterr die studie die bevindinge van `n empiriese ondersoek na die persepsies van Grondslagfase-onderwysers rakende Natuurwetenskaponderrig en -leer. Belangrike bevinding sluit in: (1) Die bevordering van wetenskaplike geletterdheid word nie as kurrikulumprioriteit in die Grondslagfase beskou word nie, soos blyk uit die karige toedeling van tyd en aantal leeruitkomste aan die Natuurwetenskappe-leerarea op hierdie vlak. (2) Alhoewel onderwysers se persepsies rakende Natuurwetenskaponderrig en -leer oorwegend positief blyk te wees, is daar ernstige tekortkominge wat aangespreek moet word voordat Natuurwetenskappe-onderrig in die Grondslagfase die vereiste grondslag sal kan lê vir die bevordering van wetenskaplike geletterdheid. / Educational Studies / M.Ed.

Human activities that involve interactions amongst three players i.e. nature, humans and technology, continue to impact negatively on the Earth's biosphere. The impact is tremendous: consumption of resources at an unsustainable level leading to rapid loss of natural resources and biodiversity. The plea to reverse this negative trend is as valid now as it were many years ago. While some progress has been made to develop strategies to wisely manage and protect the Earth's resources, the state of the environment is still fragile. Strategies are far from satisfactory: hence the grounds for a new commitment in a manner best suited to a country's needs and resources. In recent years, research in indigenous knowledge systems has been pursued in an attempt to develop a deeper understanding of its complex linkages with the environment. Incorporating some of these linkages in the science curricula provides opportunities for learners to make informed choices to address individual and society's needs by extracting relevant elements from Western science and indigenous knowledge systems. This research focuses on the use of indigenous knowledge in science education offered to grade eight and nine learners in South African schools. As part of this education, science curricula, teaching methodologies and resources therefore should be developed in response to the changing needs of learners and their communities. A close look at the natural science learning area of Curriculum 2005 shows that the South African curriculum developers have under-used indigenous knowledge in the teaching and learning of science at school level. The conceptualization of an inclusive and just science education has been evaded. Perceptions elicited from a small group of academics, well versed in IK, indicate that the majority of South African science teachers will embrace the inclusion of indigenous knowledge in the natural science learning area but will require significant assistance from the Department of Education. The key to deal with this daunting task is for the relevant role players to establish partnerships with the knowers and holders of indigenous knowledge and to operate in a neutral, noble and altruistic manner and that in itself in the present context is highly problematic. / Educational Studies / Thesis (D. Ed.)

ABSTRACT The study aims at establishing whether Foundation Phase schooling provides a proper foundation for the promotion of scientific literacy. Natural Science in the Foundation Phase is understood as scientific knowledge, process skills, and values and attitudes, which together should foster scientific literacy. Influential perspectives on learning, and teaching methods appropriate to Natural Science education in the Foundation Phase, are reviewed, and the Natural Science Learning Area in the RNCS discussed in the context of global trends in curriculum development. Finally the findings of an empirical survey on the perceptions of Foundation Phase teachers with regard to Natural Science teaching and learning, are presented. Major findings include the following: (1) Scientific literacy is currently not a curriculum priority in the Foundation Phase, due mainly to meagre time allocation and lack of applicable Learning Outcomes. (2) Although teachers appear predominantly positive towards the Learning Area, significant shortcomings need to be addressed before Natural Science teaching in the Foundation Phase may claim to provide the required basis for promoting scientific literacy. OPSOMMING Die studie poog om vas te stel of Grondslagfase-onderrig `n geskikte basis lê vir die bevordering van wetenskaplike geletterdheid. Natuurwetenskappe in die Grondslagfase word beskou as `n kombinasie van wetenskaplike kennis, prosesvaardighede, en waardes en ingesteldhede, wat gesamentlik wetenskaplike geletterdheid ten doel het. Invloedryke perspektiewe op leer, en gepaste onderrigmetodes vir die effektiewe fasilitering van Natuurwetenskappe-onderrig in die Grondslagfase word onder die loep geneem voordat die Natuurwetenskappe-leerarea in die Hersiene Nasionale Kurrikulumverklaring bespreek word binne die konteks van wêreldwye neigings in kurrikulumontwikkeling. Laastens rapporterr die studie die bevindinge van `n empiriese ondersoek na die persepsies van Grondslagfase-onderwysers rakende Natuurwetenskaponderrig en -leer. Belangrike bevinding sluit in: (1) Die bevordering van wetenskaplike geletterdheid word nie as kurrikulumprioriteit in die Grondslagfase beskou word nie, soos blyk uit die karige toedeling van tyd en aantal leeruitkomste aan die Natuurwetenskappe-leerarea op hierdie vlak. (2) Alhoewel onderwysers se persepsies rakende Natuurwetenskaponderrig en -leer oorwegend positief blyk te wees, is daar ernstige tekortkominge wat aangespreek moet word voordat Natuurwetenskappe-onderrig in die Grondslagfase die vereiste grondslag sal kan lê vir die bevordering van wetenskaplike geletterdheid. / Educational Studies / M.Ed.

[ES] El auge de la lengua española en muchos países es indudable y esto impulsa la investigación de su enseñanza y aprendizaje. Son múltiples los estudios realizados (Fernández Saavedra y Gómez, 2010; Fondo y Gago, 2022; Manzanares, 2020; Merziq, 2022; Rabadán y Orgambídez, 2018; Rodríguez García, 2022) en diferentes contextos educativos y sus aportaciones y relevancia son de suma importancia para la didáctica de las lenguas. Ante el cambio constante y acelerado en el mundo, principalmente en los ámbitos económico, social y tecnológico, mejorar la actuación docente supone muchos beneficios para la sociedad. Permite formar al estudiantado para su futuro laboral, así como promover el uso de tendencias pedagógicas actuales y plantear nuevas propuestas adaptadas a las demandas de la sociedad. La presente tesis doctoral tiene como objetivo general investigar la situación actual de la enseñanza-aprendizaje del español como lengua extranjera en Rumanía a nivel de secundaria y de universidad para detectar necesidades y carencias y ofrecer propuestas pedago-didácticas innovadoras, aplicables al aula. Para conseguirlo, primero se hace una incursión teórica en los métodos de enseñanza-aprendizaje y en la evolución del español en Rumanía. Después, la metodología de investigación adopta un enfoque mixto de recogida de datos basado en técnicas cuantitativas y cualitativas. Se recolecta información acerca de las características, creencias, necesidades y dificultades del profesorado y alumnado rumano de secundaria superior y universitario. Se trabaja con una muestra de 60 docentes y 470 estudiantes de diferentes centros educativos del país. Los datos se analizan estadística y manualmente. En base a ello se diseñan dos propuestas de mejora: una guía de buenas prácticas basada en las tendencias pedagógicas actuales y un proyecto formativo para el profesorado de Español Lengua Extranjera (ELE). Su implementación en la realidad educativa rumana se lleva a la práctica utilizando dos vías: la guía se aplica a un grupo clase de 23 estudiantes universitarios de la Universidad Babe¿-Bolyai de Cluj-Napoca y el proyecto formativo se da a conocer entre los docentes del país y se difunde bajo la forma de Encuentros virtuales a nivel nacional e internacional. Los resultados obtenidos revelan la necesidad de un cambio en el sistema educativo y en la metodología docente para adaptarse a los intereses de los actuales aprendientes. Asimismo, ponen de manifiesto el requisito del profesorado de formarse en las tendencias actuales de enseñanza-aprendizaje. Las propuestas responden a los deseos expresados y consiguen motivar al estudiantado y entusiasmar a los docentes. Las conclusiones evidencian los beneficios que reporta la presente tesis doctoral a la comunidad educativa y científica, transferibles a contextos educativos similares. / [CA] L'auge de la llengua espanyola en molts països és indubtable i això impulsa la investigació del seu ensenyament i aprenentatge. Són múltiples els estudis realitzats (Fernández Saavedra i Gómez, 2010; Fons i Gago, 2022; Manzanares, 2020; Merziq, 2022; Rabadán i Orgambídez, 2018; Rodríguez García, 2022) en diferents contextos educatius i les seues aportacions i rellevància són de summa importància per a la didàctica de les llengües. Davant el canvi constant i accelerat en el món, principalment en els àmbits econòmic, social i tecnològic, millorar l'actuació docent suposa molts beneficis per a la societat. Permet formar a l'estudiantat per al seu futur laboral, així com promoure l'ús de tendències pedagògiques actuals i plantejar noves propostes adaptades a les demandes de la societat. La present tesi doctoral té com a objectiu general investigar la situació actual de l'ensenyament-aprenentatge de l'espanyol com a llengua estrangera a Romania a nivell de secundària i d'universitat per a detectar necessitats i mancances i oferir propostes pedago- didàctiques innovadores, aplicables a l'aula. Per a aconseguir-ho, primer es fa una incursió teòrica en els mètodes d'ensenyament-aprenentatge i en l'evolució de l'espanyol a Romania. Després, la metodologia d'investigació adopta un enfocament mixt de recollida de dades basat en tècniques quantitatives i qualitatives. Es recol·lecta informació sobre les característiques, creences, necessitats i dificultats del professorat i alumnat romanés de secundària superior i universitari. Es treballa amb una mostra de 60 docents i 470 estudiants de diferents centres educatius del país. Les dades s'analitzen estadística i manualment. Sobre la base d'això es dissenyen dues propostes de millora: una guia de bones pràctiques basada en les tendències pedagògiques actuals i un projecte formatiu per al professorat d'Espanyol Llengua Estrangera (ELA). La seua implementació en la realitat educativa romanesa s'emporta a la pràctica utilitzant dues vies: la guia s'aplica a un grup classe de 23 estudiants universitaris de la Universitat Babe¿-Bolyai de Cluj-Napoca i el projecte formatiu es dona a conéixer entre els docents del país i es difon sota la forma de Trobades virtuals a nivell nacional i internacional. Els resultats obtinguts revelen la necessitat d'un canvi en el sistema educatiu i en la metodologia docent per a adaptar-se als interessos dels actuals aprendientes. Així mateix, posen de manifest el requisit del professorat de formar-se en les tendències actuals d'ensenyament- aprenentatge. Les propostes responen als desitjos expressats i aconsegueixen motivar a l'estudiantat i entusiasmar als docents. Les conclusions evidencien els beneficis que reporta la present tesi doctoral a la comunitat educativa i científica, transferibles a contextos educatius similars. / [EN] The increased interest in studying Spanish as a Foreign Language in numerous countries is unquestionable and thus encourages us to research peculiarities about its teaching and learning. Multiple investigations (Fernández Saavedra y Gómez, 2010; Fondo y Gago, 2022; Manzanares, 2020; Merziq, 2022; Rabadán y Orgambídez, 2018; Rodríguez García, 2022) have been conducted in different educational contexts and their contributions and relevance are of the utmost importance for language teaching. Given the constant and rapid changes in the world, mainly in the economic, social and technological fields, improving teaching performance brings a number of benefits into our society. It allows the student body to be trained for its future inclusion in the labor market, but also promotes the use of current pedagogical trends and proposes new programmes adapted to the demands of the society. The general objective of this doctoral thesis is to investigate the current situation of the process of teaching-learning Spanish as a foreign language in Romania in both secondary and university levels in order to detect needs and deficiencies and offer innovative pedagogical and didactic proposals, applicable to the classroom. To achieve this, first a theoretical incursion is made into the teaching-learning methods and the evolution of Spanish in Romania. Then, the research methodology adopts a mixed approach to data collection based on quantitative and qualitative techniques. Information is collected about the characteristics, beliefs, needs and difficulties of Romanian upper secondary and university teachers and students. A sample of 60 teachers and 470 students from different educational centers in the country was used. The data is statistically and manually analyzed. Based on this, two proposals for improvement are designed: a guide to good practices based on current pedagogical trends and a training project for teachers of Spanish as a Foreign Language (ELE). Its implementation in the Romanian educational context is put into practice using two approaches: the guide is applied to a class group of 23 university students from the Babe¿-Bolyai University of Cluj-Napoca and the training project is made known amongst teachers in the country and is disseminated in the form of virtual meetings at the national and international level. The results obtained reveal the need for a change in the educational system and in the teaching methodology in order to adapt to the interests of current learners. Likewise, they highlight the requirement of teachers to be trained in the current teaching-learning trends. The proposals are based on the highlighted requests and advise to motivate the students and enthuse the teachers. The conclusions demonstrate the benefits that this doctoral thesis reports to the educational and scientific community and how they are transferable to similar educational contexts. / Stînga, PA. (2023). La enseñanza-aprendizaje del español como lengua extranjera en Rumanía. Análisis de la situación y propuesta de mejora [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/201556