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.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/2345 |
| Date | 31 March 2006 |
| Creators | Bosman, Linda |
| Contributors | Van Staden, Christie, 1941- |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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