Veranderinge in skoolbiologie in Suid-Afrika na apartheid

Le Grange, Lesley (2012-11-14)

CITATION: Le Grange, L. 2012. Veranderinge in skoolbiologie in Suid-Afrika na apartheid. South African Journal of Science and Technology, 31(1), Art. #385, doi:10.4102/satnt.v31i1.385.

The original publication is available at http://www.satnt.ac.za

Article

The national curriculum frameworks for school biology (Life Sciences) have undergone several changes since the dismantling of apartheid. These changes have been characterised by pendulum swings between traditional academic biology and humanistic biology. In this article I discuss these pendulum swings and the reasons for them. I point out that even though we have witnessed these pendulum swings, the different curriculum frameworks for Life Sciences can be seen as iterations of the same curriculum paradigm – all according to the Tylerian mould. I also argue that productive learning of both academic and humanistic biology depends on what teachers do and think, rather than the content of a particular curriculum framework.

Die skoolbiologie (Lewenswetenskappe) kurrikulum het sedert die afskaf van apartheid verskeie veranderinge ondergaan. Dié veranderinge is gekenmerk aan pendulumswaaie tussen tradisionele akademiese biologie en humanistiese biologie. Ek bespreek in hierdie artikel die verskille tussen hierdie twee benaderings en die redes waarom die een soms voorkeur bo die ander geniet. Ek wys ook daarop dat die verskillende kurrikulumraamwerke vir Lewenswetenskappe wat sedert apartheid ontwikkel is, ten spyte van die motiverings daarvoor, herhalings van dieselfde kurrikulumpatroon verteenwoordig omdat al hierdie raamwerke op die Tyler-lees geskoei is. Ek argumenteer verder dat die produktiewe aanleer van akademiese of humanistiese biologie van wat onderwysers doen en dink eerder as die inhoud van ’n bepaalde kurrikulumraamwerk afhang.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/81720
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