A dissertation submitted to the Faculty of Education in
partial fulfilment of the requirements for the Masters of
Education in the Department of Mathematics,
Science and Technology Education at the
University of Zululand, South Africa, 2009. / This study looked at the implementation of the NCS physical science as a
major curriculum change. As Imenda (2002:4) states "curriculum change
entails that educators, learners, administrators, and all those with a part to
play in the actualisation of the new curriculum have to see and do things
differently". He further asserts that "this invariably means embracing a new
system of doing things in terms of a sound philosophical basis, curriculum
content description, beliefs, values, convictions and practices". He further
posits that "the transition from an 'old' curriculum to a new one could therefore
present difficult challenges and problems". According to Imenda (2002:4),
"the espousal of OBE by South Africa's Ministry of Education to apply to all
levels of the education system has presented a number of major challenges".
Indeed, there are many challenges facing physical science educators in the
implementation of OBE, including overcrowding, language mismatching,
teacher unpreparedness, non-delivery of OBE resources, inadequate facilities
and resources (Adler & Reed, 2002:60-65; Jacobs, Gawe & Vakalisa,
2002:106-107 & De Waal, 2004:63-66).
In particular, student assessment is an integral part of the outcome-based
approach to curriculum design and implementation. Accordingly, the
implementation of valid and reliab!e assessment procedures is a centre piece
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of outcomes-based education (OBE). The paradigm shift from the traditional
curriculum to an OBE curriculum requires changes to be reflected in
assessment practices. Thus, unless assessment is properly aligned with the
curriculum reform and teaching, the desired changes in education will be
extremely difficult, if not impossible, to realise.
The current reform initiative in science education emphasizes the importance
of teaching learners to be critical thinkers and problem solvers. Assessing
whether learners understand basic science concepts and can use them to
solve problems requires an approach very different from traditional tests that
primarily measure the recall of isolated facts. As Rasool (1999: 177) points
out:
The traditional educational paradigm prevalent in schools is
characterized by a heavily content-driven, teacher centered approach.
Subjects are broken down in terms of rigidly defined syllabuses and
tend to be knowledge focused rather than performance focused. While
methodologies vary, the role of the teacher as a subject matter expert
is largely that of provider of content.
The following points are noted from the traditional curriculum:
• Learners are often passive recipients of knowledge.
• Emphasis is on memory, practice and rote learning.
• Promotion of learners is based mainly on pencil and paper
examinations.
• Little or no emphasis is on creativity and the curriculum is overloaded
with content; no attention is given to skill.
• No emphasis on co-operative learning and discovery learning.
• Competencies, knowledge and skills are not improved.
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• Skills acquired outside school are regarded as inferior and largely not
recognized (Department of Education, 1997: 27).
In the new curriculum, the full scientific power of pupils is assessed.
Students' performance is compared with established criteria"; students are
viewed as active participants in the assessment process; assessment is
regarded as continual and recursive. Overall, outcome-based assessment
focuses on work done, assesses understanding and is motivational in nature
(Lorraine, 1998: 58).
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uzulu/oai:uzspace.unizulu.ac.za:10530/950 |
| Date | January 2009 |
| Creators | Mchunu, Stephan Paraffin |
| Contributors | Imenda, S.N., Ntuli, M.S. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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