The purpose of this study is to ascertain, from a review and analysis of the literature, if any
key messages emerge within which curriculum reconstruction of primary science
education in South Africa can be undertaken.
Firstly, three paradigms in education are equated with three philosophies of science and
the compatibility of modes of inquiry are highlighted. It is argued that paradigms can be
used as a form of analysis to locate particular approaches to the teaching and learning of
science.
Thereafter, an overview of major trends in science education is provided. The various
views of and approaches to science education are analysed and located within particular
paradigms. In order to assist in such analyses, a conceptual framework is developed. This
draws on key determinants of curriculum development and locates these within each of the
three paradigms.
The framework is applied to a review and analysis of international emphases in primary
science education, within which five different perspectives are identified. These are located
within different paradigms. Science education in developing countries is considered
thereafter and some recent trends in primary science curriculum development in South
Africa are examined. It is shown that the recent syllabus revision process and the revised
syllabuses in South Africa are still located in a technical approach to curriculum
development.
In seeking an alternative approach, the weaknesses of imported ready made solutions from
more developed contexts are highlighted, and an exploration of alternative approaches that
are more responsive to local contexts is then undertaken. Some innovative examples of
curriculum development in other parts of Africa and South Africa are examined.
From the review and analysis a set of key messages emerge for curriculum development in
primary science education. In selecting appropriate programmes, it is vital that attention is
given to children's' existing abilities and ideas, to the expected role for science in society,
and to a particular society's values and norms. Material provision, of itself, does not bring
about meaningful change, and teachers can and should be involved in the production of
teaching materials. Another key message is that it is crucial for teachers to be involved in
curriculum decision making, although they may need inservice support to make this
possible. Approaches to inservice education must therefore give due consideration to this,
and to developing classroom based teaching competencies. Finally, attention is given to
some of the factors which may contribute to systemic change in science education. / Thesis (M.Ed.)-University of Natal, 1996.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/3922 |
| Date | January 1996 |
| Creators | Raubenheimer, Carol Dianne. |
| Contributors | Graham-Jolly, Michael. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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