When democracy was achieved in South Africa there was a need to create an
education system that served the needs of all South Africans. An education
system which would produce literate, creative, critical and productive citizens.
This led to the introduction of OBE, Curriculum 2005 and the National
Curriculum Statement policy document. The principles on which the current
South African education system is based has been borrowed from countries like
Canada, England and Scotland. Although there are educational changes, the
legacy of apartheid continues to be felt in the education system. There still exists
an unequal distribution of resources both physical and human. Many previously
disadvantaged schools do not have laboratory facilities nor qualified biology
educators. This unequal distribution of resources impacts on teaching and
learning.
The successful implementation of the NCS-FET Life Science Policy Document
hinges on teachers. Teachers are expected to through their teaching espouse
the philosophy of the NCS-FET Life Science Policy Document. The majority of
teachers teaching in South African schools had their training in a "content era,"
where it was amiable to transfer as much content knowledge as possible to
learners, with little inquiry and the accompanying practical work. The NCS-FET
Life Science Policy Document embraces the idea of learner centredness and
emphasises the development of basic and integrated science process skills, in its
first learning outcome. These educational changes imply a re-examination of the
ways in which activities may have been conducted in the past, and at present.
The context in which practical work is done in South Africa is different from the
context in which practical work is done in countries like Canada, England and
Scotland.
This study uses an open-ended questionnaire and focus group interview to
investigate teacher conceptions of practical work, the types of practicals teachers
use to teach science process skills. The purpose is to get a deeper insight and
understanding of teacher practices within a South African context, taking into
account the effects of the legacy of apartheid. The study also highlights the
possible challenges the teachers face in embracing the NCS-FET Life Science
Policy Document. / Thesis (M.Ed.)-University of Durban-Westville, 2004.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/3119 |
| Date | January 2004 |
| Creators | Pillay, Asheena. |
| Contributors | Alant, B. P. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0024 seconds