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Natuurwetenskaponderwysers se vakinhoudelike kennis en begrip van die Aardwetenskappe

dc.contributor.advisorSmit, M. J.en_ZA
dc.contributor.advisorBeets, P. A. D.en_ZA
dc.contributor.authorDe Beer (nee Jordaan), Maria C.en_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
dc.date.accessioned2008-11-18T09:33:00Zen_ZA
dc.date.accessioned2010-06-01T08:31:42Z
dc.date.available2008-11-18T09:33:00Zen_ZA
dc.date.available2010-06-01T08:31:42Z
dc.date.issued2008-12
dc.identifier.urihttp://hdl.handle.net/10019.1/1728
dc.descriptionThesis (MEd (Curriculum Studies))--Stellenbosch University, 2008.
dc.description.abstractThe numerous changes to the South African education system since January 1998 have had far reaching effects on schools and the training of educators (Government Gazette, 31 May 2002:13). Changes in subject content have occurred in various subjects, and the General Science (now Natural Science) syllabus is no exception. The General Science syllabus previously catered mainly for Chemistry, Physics and Biology, but the Curriculum 2005 (C2005) Natural Science syllabus includes subject matter on Physical Geography (Climatology, Astronomy, and Geomorphology) (Department of Education, 2002b:6). The problem with this is that educators that previously taught General Science are not necessarily qualified to present the Physical Geography component of the new syllabus. This study investigates the impact of the changes in the new curriculum. The review of existing literature on curriculum development in Natural Science education in South Africa emphasises key changes made in the development and implementation of C2005 and the Revised National Curriculum Statement (RNCS). It also explores the characteristic features of misconceptions, before considering specific misconceptions in Natural Sciences. The first part of the two-tiered empirical investigation is based on the results of questionnaires and interviews completed by different groups of Natural Sciences educators. The questionnaires, which drew in part on existing questionnaires used in similar studies, were based on information used for the literature review. The second part of the empirical investigation consisted of interviews conducted with Natural Sciences Departmental Heads at randomly selected schools. An attempt was made to determine how these senior educators experienced the implementation of C2005 and RNCS and what their attitude to the new curriculum were. The data obtained from the questionnaires and the subsequent interviews were categorised, interpreted and coded for statistical processing.en_ZA
dc.languageafen_ZA
dc.publisherStellenbosch : Stellenbosch University
dc.subjectGeography teachers, Ability testingen_ZA
dc.subjectGeography, Study and teachingen_ZA
dc.subjectTeachers, Rating ofen_ZA
dc.subjectDissertations -- Curriculum studies
dc.subjectTheses -- Curriculum studies
dc.subject.lcshEarth sciences -- Study and teaching -- South Africa -- Evaluationen_ZA
dc.subject.lcshScience -- Study and teaching -- South Africaen_ZA
dc.subject.lcshScience teachers -- In-service-training -- South Africa
dc.subject.lcshScience teachers -- Rating of
dc.subject.lcshScience -- Curriculum planning -- South Africa
dc.subject.otherCurriculum Studiesen_ZA
dc.titleNatuurwetenskaponderwysers se vakinhoudelike kennis en begrip van die Aardwetenskappeaf
dc.typeThesis
dc.rights.holderStellenbosch University


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