Thesis (M.Ed.) -- University of Limpopo, 2018 / Technology education was introduced in the South African curriculum by the Department of
Basic Education with the intention of developing learners’ design skills while using the
design process. Since the introduction of technology education, the South African curriculum
has undergone a series of curriculum changes. Teachers were introduced to Outcomes-Based
Education (OBE), the Revised National Curriculum Statement (RNCS), the National
Curriculum Statement (NCS) and now the Curriculum and Assessment Policy Statement
(CAPS). These changes compelled South African teachers to shift from a teacher-centred
approach to that of a learner-centred approach. In the RNCS, the design process was
presented as a linear process, whereas in the CAPS document, the design process has been
represented as non-linear. This change has led to uncertainties amongst technology teachers
on how to teach the design process.
The purpose of this study was to explore the effectiveness of the teaching strategies that
technology teachers apply when teaching the design process. The CAPS document for
technology stipulates that technology should give learners an opportunity to develop and
apply specific design skills to solve technological problems in real situations. To solve such
problems, learners should be exposed to a problem and then engage in a systematic process
that allows them to develop solutions to the problem.
The theoretical framework used in this study was based on social constructivism. This theory
was used based on the fact that it describes how learning occurs and puts emphasis on how
learners construct their own understanding in a social context. This social constructivism was
linked to the design process skills required to demonstrate the way in which the teaching and
learning of the design process could be directed.
The design process is seen as the backbone of technology and should be used to teach
technology, it seems that teachers are struggling to use the design process in teaching
technology. The literature revealed that teachers’ lack of knowledge in technology has an
effect on how they use various teaching strategies to teach the design process. This is
challenging and a reason for unease, therefore this study needed to explore this problem.
The study engaged in qualitative research using a case study design. Purposive sampling was
used to select the participants, who comprised technology teachers who obtained anAdvanced Certificate in Education majoring in technology with at least six years of
experience in teaching technology.
Data were collected using semi-structured interviews and observations, and were analysed
using Shulman’s Pedagogical Content Knowledge. The study revealed that only in
exceptional cases were technology teachers using problem-solving to teach the design
process. It was also revealed that technology teachers have difficulties with regard to PCK.
The sampled teachers were also unable to support learners to acquire design skills such as
investigation, designing, making, evaluation and communication. The observations indicated
that the participants did not engage with the design process as set out in the CAPS document
for technology.
The implication of this study is that understanding the content and how to teach it is essential
in teaching and learning situations. There should be ongoing professional development
programmes to assist technology teachers.
This study recommends that there should be repeated in-service training of technology
teachers to address the issue of concern in teaching the design process. Teachers should be encouraged to attend such in-service training. The in-service training should also focus on teaching technology using the design process. Furthermore, technology teachers should encourage effective group-work in problem solving so that every member of the group has a role to play.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ul/oai:ulspace.ul.ac.za:10386/2324 |
| Date | January 2018 |
| Creators | Sephoto, Sibongile Annah Khethiwe |
| Contributors | Kola, M. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | x,110 leaves |
| Relation |
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