This study explores the meaning of relevant science in two townships in Cape Town. Reform in science education, both nationally and internationally has placed much emphasis on the fact that science education should be relevant. The research conducted in this study attempts to interpret different dimensions of relevance. This study explores not only how learners make meaning of their everyday lives, but what 'science' they deem to be relevant and worth learning within this context. It acknowledges the important role of teachers in establishing what learners perceive to be relevant. The theory of social constructivism is suited to this investigation, in its recognition of the roles of children's knowledge, purposes, social groups and interactions in learning. The children in this study often have personal lives steeped in poverty, abuse and violence. The curriculum design is also guided by social constructivist theories. However, a second version of constructivism, critical constructivism, is used to frame the second phase of the study. A critical constructivist approach raises questions about the type of knowledge learners interact with. In critical constructivism, science and its methods, the curriculum and the classroom are opened up to critical inquiry. Teachers' knowledge of their learners is used to design science lessons that are more meaningful, relevant and personalised. The individual lessons, as well as the lesson series that are used in this study are designed as examples of relevant science, while the lesson series also serves as a tool to elicit deeper understandings of what learners in this particular context experience as relevant to their lives. Although the main focus of this research is the relevance of using everyday knowledge in the classroom, bringing everyday knowledge into the classroom allows for the inclusion of a number of dimensions of relevance. The different ways in which learners respond to the science lessons in both phases are discussed as five outcomes. The findings of the research show that the essence of a relevant science curriculum lies in a particular design. This design accommodates many dimensions of relevance, such as relevant content, context and purposes. Such as design helps learners to negotiate the difficult border between the formal school environment and the informal home environment. A relevant curriculum acknowledges that science education is more than only science, but also recognises the implications for science curriculum development. This study is part of a larger project which is a comprehensive evaluation of the Primary Science Programme (PSP). The PSP gave the research its full support as the investigation of relevance may have an influence on curriculum design. / Thesis (Ph.D.)-University of KwaZulu-Natal, 2005.

Recent Policy documents, such as the ANC Draft Framework on Education and Training of 1994, the White Paper on Education and Training of 1995 and the Curriculum Framework for General and Further Education and Training of 1996 have proposed broad participation by major stakeholders, in particular teachers, in the process of curriculum planning and decision-making. This represents a major shift from past practices which limited teacher decision-making to the classroom. These proposals are made against the background that South African education is undergoing a period of transition from a system which was driven by apartheid policies to a more progressive and democratic system. This study sought to investigate the responses of teachers in Clermont, a semi-urban black settlement in Durban, to the policy proposals which state that their participation in curriculum planning and development should be extended. It also aimed to explore their thinking concerning the implications such proposals may have for them. A non-proportional random stratified sample of teachers in promotion and non-promotion posts was drawn to survey teacher responses to these proposals. A mailed "self administered" questionnaire was used as the research instrument for this study. The major findings which emerged from the survey are: Teachers in Clermont believe that they have a major role to play and that role should not be limited to the classroom. They regard decisions made about curriculum as directly affecting them. Despite their support for extended participation in curriculum planning and development they feel they are not adequately prepared for that role. They regard themselves as having inadequate knowledge of the theory and practice of curriculum. In particular, they think they lack skills in designing and planning curricula because they were not adequately prepared during their teacher training, as well as the fact that they were not given such opportunities in the past. Teachers expressed the view that participation in curriculum development could facilitate their professional development. Teachers also acknowledge the importance of the contribution of other stakeholders such as parents and pupils in making curriculum decisions. In the light of the major findings the study recommends the following: A holistic approach to teacher development should be adopted which provides teachers with basic skills and concepts in curriculum and curriculum development through seminars and workshops. In the context of the implementation of a new curriculum which is outcomes-based, workshops and seminars could facilitate the process of introducing the new curriculum and also enabling teachers to be critical of their practice. In order to create a favourable climate for teacher development, teacher development must be integrated with whole school development through, for example, in-service training which is school-focused. To facilitate whole school development the creation of forums, such as teacher forums where teachers could discuss current debates, and learning forums involving teachers, pupils and parents where problems facing schools would be explored are recommended. In the longer term pre-service teacher education should be restructured to include training in curriculum development in order to adequately prepare student teachers in curriculum planning and development. To bridge the gap between schools and colleges of education, universities and the communities, partnerships between schools, universities, colleges of education, and non-governmental organisations, as well as partnerships between schools, communities and the Department of Education at provincial level should be created. / Thesis (M.Ed.) - University of Natal, 1997

This study describes the extent to which summative assessment tasks assess the different cognitive levels and learning outcomes with reference to the SAG (2008) for Grade 10 Life Sciences. Essentially, it describes the fit between the intended and implemented assessment, using documentary analysis as a research strategy. In order to determine the fit between intended and implemented assessment the Life Sciences SAG (2008) and question papers on summative assessment tasks were analysed. The question papers were obtained from three schools which were sampled purposively in the Mpumalaga Province. The Life Sciences SAG (2008) was analysed in order to determine the official percentage weightings (marks) of the cognitive levels and learning outcomes which must be assessed in the summative assessment tasks (intended assessment). Using the Revised Bloom’s Taxonomy as an analysis tool, question papers on summative assessment tasks were also analysed in order to determine the average percentage weightings (marks) of the cognitive levels and learning outcomes which were assessed (implemented assessment). When the intended and implemented assessments were compared the following results were obtained: For practical tasks and end-of-year examinations there was an incongruity between the intended and implemented assessment in terms of the cognitive levels and learning outcomes. The discrepancy between the intended and the implemented assessment was also found in controlled tests but only in terms of the learning outcomes. In controlled tests the fit between intended and implemented assessment in terms of the cognitive levels could not be determined because the SAG (2008) does not prescribe the cognitive levels which must be assessed. Furthermore, a weak fit between the intended and the implemented assessment in terms of the lower cognitive levels and learning outcomes was found in mid-year examinations. However, there was a strong fit between the intended and implemented assessment in terms of the higher cognitive levels in mid-year examinations. Lastly, for the research projects the fit between the intended and implemented assessment could not be determined because the Life Sciences SAG (2008) does not prescribe the cognitive levels as well as the percentage weightings of the learning outcomes which must be assessed.

This work discusses issues of curriculum in terms of a case study of curriculum reform at a South African medical school, from the viewpoint of a clinical department of which teaching input is predominantly postgraduate rather than undergraduate. Concepts of curriculum and content are explored. A distinction is drawn between different uses of the term 'paradigm'. The context underlying the current educational climate nationally and internationally is described, and the course of medical education and teaching in anaesthesia traced historically. Results of a questionnaire circulated amongst general practitioners in KwaZulu-Natal, and informal interactions and semi-structured interviews with members of staff and students at the medical school, are documented. The general practitioners were broadly in favour of the changes contemplated by the Curriculum Development Task Force and indicated support for movement towards newer modes of teaching and learning. Staff and students were more equivocal about proposed change, conceding their conservatism and pointing out practical problems with initiating change in the direction envisaged, but appearing willing to proceed. Anaesthetics staff on the whole seemed more optimistic about change; they differed from the GPs, other staff and students in advising against attempting to teach specific - as against generic - anaesthetic skills to undergraduates. The responses of the different groups' opinions are discussed against the national and international background in terms of curricular paradigm, educational strategies, curriculum content and aspects of change. It is concluded that Medicine in general has operated in the natural science paradigm and that a degree of inertia has resisted changes suggested for at least the past century. The impetus for change from within medical schools, the profession and society at large is now such that transition directly to a critical mode, strongly influenced by postmodernism, is pending, the effect being that of a Kuhnian paradigm shift. The interdependence of curriculum as a whole and of content - one of its elements - is noted. Local teaching changes in Anaesthetics are compared with those of the faculty as a whole and the interaction of the now fragmented elements of anaesthesia core teaching with the reform process are sketched. / Thesis (M.Ed.)-University of Natal, 1999.

The decade of the nineties has ushered in a period of socio-political transformation in South Africa. Demands for the democratisation of education imply that teachers will be expected to assume a more significant professional role, particularly with regard to curriculum decision-making. As a result of authoritarian curriculum policies and practices of the past, teachers have not had the same opportunities to participate in curriculum decision-making as their colleagues in many other countries (HSRC: 1981). This means that teachers in this country have, in the main, been forced to operate as 'restricted' professionals and will need to move towards a greater 'extended' professionality (Hoyle: 1980). However, the extent to which teachers are able to become more "extended" professionals will depend on the identification and removal of constraints on their further professional development in this regard. The primary aim of this study, therefore, was to investigate constraints on the further professional development of teachers as curriculum decision-makers within Indian secondary schools in the Greater Durban area. A stratified random sample, proportionally representing the three sub-populations of teachers (viz. Classroom Practitioners, Heads of Departments and Principals / Senior Deputy Principals / Deputy Principals), was drawn and a mailed questionnaire was used to survey attitudes and opinions pertinent to this study. The main findings that emerged from the survey were: 1. Whilst teachers themselves are desirous of becoming involved in curriculum decision-making at all levels, in most instances they are deprived of opportunities to participate in decision-making even at the micro-level of the school. 2. Whilst some principals tend to profess a very liberal and progressive view with regard to teacher participation in curriculum decision-making, in reality they adopt a very prescriptive and authoritarian style of management. 3. Pre-service and in-service education programmes for teachers do not adequately focus on teacher participation in curriculum decision-making. 4. Within-school constraints are exacerbated by a lack of clarity about the education department's stance on the matter of teacher participation in curriculum decision-making. The recommendations emanating from these findings were made principally with the House of Delegates' Department of Education and Culture in mind, but are likely to be applicable to all other existing departments of education in the country. / Thesis (M.Ed.) - University of Natal, Durban, 1991.

The introduction of the National Curriculum statement (NCS) in Further Education and Training (FET) phase in 2005 had a great impact on classroom practice, resulting in a shift to Outcomes Based Education (OBE). The Physical Sciences curriculum created challenges for Physical Science teachers. The Learning Outcome (LO)-1 recommends that scientific inquiry and inquiry based practical work be taught in Physical Sciences lessons. However, much remains to be understood regarding teachers’ pedagogical content knowledge (PCK) in inquiry based practical work. This study explored the conception of practical work by Grade 11 Physical Sciences teachers within the NCS curriculum. Using the PCK as a theoretical lens, the study explored how the Physical Sciences teachers used practical work in their teaching. Furthermore, the exploration sought to ascertain whether there was any relationship between teachers’ perceptions of the purpose of practical work and their use of practical work. The data was collected by interviewing two Grade 11 Physical Sciences teachers and also by conducting some classroom observations involving practical work to ascertain teachers’ actual practice. The sample was drawn from two high schools at Empangeni District, in Northern KwaZulu-Natal. The findings revealed that teachers value using practical work in teaching of Physical Sciences. Qualitative data analysis enables recommendation to be made for the improvement of the use of inquiry-based practical work in the teaching of Physical Sciences. Both teachers held the view that the most important aim of practical work was to promote conceptual understanding. During their teaching, both teachers use practical work to verify theory through non-inquiry practical instructional practices and strategies. However, there were limiting factors which do not provide opportunities for teachers to engage learners in inquirybased practical work. Amongst the factors that were reported by the teachers as limiting their use of inquiry-oriented practical work are limitations of resources, time constraints, large classes and pressure to complete the prescribed curriculum. It is recommended that curriculum developers through the use of subject education specialist (SES), facilitate teachers’ transformation from expository to inquiry instruction. More discussions on how to design and conduct inquiry-based practical work are recommended. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

The quest for change in the new South Africa on political , economical and social frontiers were primarily directed at entrance into the global markets, establishing democracy and leveling the playing fields amongst South Africa&rsquo / s diverse population. Those previously disenfranchised on political, economical and social grounds waited in anticipation on the rewards for their participation in the struggle against the discriminative minority regime of the past. These rewards would be in the form of radical policy changes sometimes far removed from the realities of the ordinary citizen. These reforms especially those on the educational level would prove to be flawed with constraints not anticipated by these policy developers as well as the government of the day. The educational transformation process was thus deemed as significant in order to address equity and equality and in so doing also provide skilled citizens which are able to be globally competitive.<br /> <br /> These educational changes in terms of schools were externalised in the form of Curriculum 2005 and Outcomes-based Education. Curriculum 2005 was viewed as a planned framework (process) of curriculum innovation underpinned by factors such as redress, access, equity and development. Outcomes-based Education in turn was the approach focusing on what is learned and how learning is taken place. This study will focus on Curriculum 2005 and OBE as education transformation tools and to what extent grade 7 teachers as implementers and modifiers understand and practice C2005 and OBE in their respective classrooms. One of the biggest problems facing the educational transformation process is the fact that there exists a gap between theory (policy) and practice (implementation). This gap can be attributed to different factors present in the historical disadvantaged school context in South Africa.<br /> <br /> This study will follow a qualitative approach which is directed at an inquiry process of understanding based on a distinct methodological approach. Data- gathering tools such as direct observation, structured interviews and questionnaires will be used. The research was primarily conducted in historically disadvantaged schools in the Metropole-east circuit of the Western Cape Educational Department. The sample was made up of schools in Macassar, Firgrove, Somerset-West, Strand, Temperance Town and Sir Lowry&rsquo / s Pass.

Thesis (MPhil)-- Stellenbosch University, 2004. / ENGLISH ABSTRACT: Today, educators in South Africa must be capable of successfully designing and implementing an outcomes-based curriculum that prepares learners for the world of work. The aim of this study is to determine what kind of groundwork has to be done by history educators to prepare themselves for outcomes-based education and the General Education and Training Phase. The Revised National Curriculum Statement will have far-reaching implications on curriculum development. A thorough knowledge of the principles and theoretical foundation of the process of curriculum development and outcomesbased education is essential to the successful implementation of the directives contained in this document. Dynamic curriculum development is founded on the quality of a thorough design. Educators - the people who use the curriculum - must be closely involved in the content and planning thereof. By implementing the proposed structure and procedures educators will be able to ensure quality control with regard to the successful preparation, implementation and assessment of outcomes-based education. This will also provide continuity in outcomes-based curriculum development. Once the newly designed curriculum has been established, existing school and classroom practices cannot be retained. Appropriate preparation is essential for the comprehensive changes that are taking place. Good management at all levels will prevent a climate of dissatisfaction and resistance from arising during the preparation phase of the curriculum. The real success of curriculum design depends on how it is implemented in the school and the classroom. In this study the emphasis falls on the modular approach to curriculum, with the learning area history as an example. The implementation of the designed curriculum must be continuously assessed. Through curriculum or quality assessment of their operations, services and learning programmes, schools must strive towards applying quality management to the benefit of the educators as well as the learners. It is vital that all educators, also history educators, will offer quality services that are globally competitive. In the final analysis curriculum development is about the learners and the way in which they will benefit from the process. The learners deserve to have a first-rate curriculum. After all, it is the stated aim of outcomes-based education to encourage learners to be successful. / AFRIKAANSE OPSOMMING: Tans moet opvoeders in Suid-Afrika in staat wees om 'n uitkomsgebaseerde kurrikulum, wat leerders voorberei vir die wêreld van werk, suksesvol te ontwerp en te implementeer. Hierdie studie het ten doelom vas te stel watter voorbereiding nodig is om die geskiedenis-opvoeder vir uitkomsgebaseerde onderwys en die Algemene Onderwys- en Opleidingsfase voor te berei. Die Hersiene Nasionale Kurrikulumverklaring gaan verreikende implikasies hê. Om die voorskrifte wat daarin vervat is suksesvol te implementeer, verg 'n deeglike kennis van die beginsels en teoretiese basis van die proses van kurrikulumontwikkeling en uitkomsgebaseerde onderwys. Dinamiese kurrikulumontwikkeling berus op die kwaliteit van 'n deeglike ontwerp. Die inhoud en beplanning van die kurrikulumontwerp mag nie vir kurrikulumgebruikers verlore gaan nie. Deur die voorgestelde struktuur en voorskrifte te implementeer, kan kwaliteitbeheer t.o.v. die latere suksesvolle gereedmaking, implementering en assessering van uitkomsgebaseerde onderwys moontlik gemaak word. Dit verleen ook kontinuïteit aan uitkomsgebaseerde kurrikulumontwikkeling. Ná die nuut-ontwerpe kurrikulum daargestel is, kan bestaande skool- en klaskamerbestuurspraktyke nie bly handhaaf word nie. Behoorlike gereedmaking vir hierdie omvattende veranderinge is nodig. Goeie bestuur op alle vlakke verhoed dat 'n klimaat van ontevredenheid en weerstand tydens die gereedmaking van die kurrikulum ontstaan. Die werklike sukses van kurrikulumontwerp berus op die praktiese implementering daarvan in die skool en klaskamer. Daar word in hierdie studie op die modulêre kurrikulumbenadering gefokus, met geskiedenis as voorbeeld. Die implementering van die ontwerpte kurrikulum moet deurlopend geassesseer word. Deur kurrikulum- of kwaliteitsassessering van hul bedryf, dienste en leerprogramme, moet skole daarna streef om kwaliteitsbestuur tot voordeel van die opvoeders en leerders aan te wend. Dit is belangrik dat alle opvoeders, ook geskiedenis-opvoeders, in skole kwaliteitdienste wat globaal mededingend is lewer. Die leerders is uiteindelik die begin- en eindpunt van kurrikulumontwikkeling. Die leerders verdien 'n kwaliteitkurrikulum. UGO wil leerders immers aanmoedig om suksesvol te wees.

Curriculum 2005 is an attempt by the South African government to create and implement a strategic plan to change the formal school curriculum. The new curriculum has 'integration' as one of its focal features. This study is an investigation of the use of' environment' as an integrating' organiser' in the senior phase of Curriculum 2005 in a selection of schools in the Mpumalanga province. While the Curriculum 2005 framework encourages curriculum integration, this is an area which might be neglected during implementation, because there is so little experience among teachers of working in an 'integrated' way. Environmental education is an approach to education which requires and facilitates curriculum integration. This study has the potential to contribute to our understanding of the integration of environmental learning across the new curriculum. Questionnaires and vignettes based on document analysis, follow-up interviews and classroom observations, involving a small group of teachers, were used in conducting the study. The investigation has revealed that participating teachers show a limited understanding of the constructs 'environment' and 'phase organiser'. Teachers do not take or introduce a critical perspective on the nature and causes of environmental issues. They treat the construct 'environment' and associated issues quite superficially when working with learners. Participating teachers generally misunderstood the concept 'phase organisers' and tended to interpret it in concepts associated with the curriculum framework they were used to. Curriculum 2005 also requires teachers to take on a more active curriculum development role. This study looked at four teachers' attempts to develop learning programme units, and at the way in which two teachers implement their curriculum plans focussing on 'environment', in the classroom. It was found that participating teachers do not always follow the same sequence or steps when developing a learning programme. Learning programme units were not considered in developmental sequence, they lacked some form of continuity and links between intended learning outcomes and teaching activities were also lacking. There was inadequate integration between learning areas. Furthermore, integration between knowledge, skills, values and attitudes was also not quite clear among the teachers, and they tended to deal with environmental knowledge in a rather limited way, focussing instead on the awareness and attitudes. These findings are of concern, and they are in keeping with the Curriculum 2005 Review Report, which highlighted the danger of inadequate focus on curriculum content. On overall teachers seem to be struggling with the whole notion of 'integration', even though environment as a phase organiser is meant to assist with curriculum integration. The thesis ends with recommendations on how teachers might be assisted to achieve meaningful curriculum integration, through using learning outcomes as well as content knowledge relevant to environmental learning.

The purpose of this case study was to investigate the experience of six Foundation Phase teachers implementing the Singapore Mathematics Curriculum (SMC). The study makes use of Kilpatrick, Findell & Swafford‟s (2001) framework for teaching for mathematical proficiency as a conceptual lens to analyse teaching practice in the classroom. The study took place in two schools currently implementing the SMC in East London, in the Eastern Cape Province of South Africa. This qualitative study was framed within an interpretive paradigm. It relies on data collected in semistructured interviews, individual questionnaires, focus group interviews, journals and presentations. In general, the SMC was well received, and the participating teachers isolated the following as particularly positive features of their experience: - The teachers and students were enjoying the discovery of mathematics using a variety of manipulatives as stipulated when using the SMC; - The use of the model method, a specific feature of the SMC, to solve problems helped students visualise the problem; - The teachers‟ understanding of teaching for mathematical proficiency was enhanced; - The spiral curriculum informed teaching practice by allowing for building on to concepts already mastered, creating a logical flow of ideas and careful progression; - Whilst the SMC provides a more structured approach to the teaching and learning of mathematics, it provides constant opportunities for creativity and logical thinking; and - The change in attitude of both students and teachers has resulted in a greater confidence when non-routine, openended problem solving activities are engaged in. From a critical perspective the participants found the following problematic when implementing the SMC: - The teachers felt that there was insufficient drill and practice once the concept was understood. More practice and exercises were called for; - The whole class teaching approach with every student having a textbook and workbook pertaining to the lesson required a change to classroom management; and - To obtain a deeper understanding of number concepts was time consuming and re-teaching the weaker students called for additional time and adjustments to the timetable.