• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 2
  • Tagged with
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

The value, place and method of teaching natural science in the foundation phase

Bosman, Linda 31 March 2006 (has links)
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.
2

The value, place and method of teaching natural science in the foundation phase

Bosman, Linda 31 March 2006 (has links)
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.

Page generated in 0.0956 seconds