This study investigated the effects of incorporating English language teaching in
Physical Sciences education. The sample was selected from Physical Sciences Grade
10 learners in a school in Mpumalanga Province and comprised an experimental group
who were taught through a workbook that incorporated language teaching in science
lessons and a control group who were taught via the normal textbook prescribed by the
Department of Basic Education. Pre- and post-tests were administered to both groups
and a sample of learners participated in a focus group interview. Two educators were
also individually interviewed.
The results revealed that incorporating language teaching in science lessons not only
improves learners’ academic performance but also their comprehension skills, and
encouraged the application of learner-centred methods of teaching. The study
recommends that Physical Sciences textbooks include English language activities with
the view of incorporating language teaching in Physical Sciences content lessons. / Science and Technology Education / M. Ed. (Natural Science Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/14275 |
| Date | 02 1900 |
| Creators | Hlabane, Alfred Sipho |
| Contributors | Nkopodi, N. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xiii, 210 leaves) : color illustrations |
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