Natuurwetenskaponderwysers se vakinhoudelike kennis en begrip van die Aardwetenskappe
Date
2008-12
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch : Stellenbosch University
Abstract
The 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.
Description
Thesis (MEd (Curriculum Studies))--Stellenbosch University, 2008.
Keywords
Geography teachers, Ability testing, Geography, Study and teaching, Teachers, Rating of, Dissertations -- Curriculum studies, Theses -- Curriculum studies