A science-technology-society approach to teacher education for the foundation phase: Students’ empiricist views
South African Journal of Childhood Education
| Field | Value | |
| Title | A science-technology-society approach to teacher education for the foundation phase: Students’ empiricist views | |
| Creator | Kok, Lyn | |
| Description | Teacher education for South African foundation phase education requires studentteachers to be prepared for teaching science concepts in an integrated programme in alearning area known as life skills . This study examined the challenges faced by universityteachers of foundation phase student teachers in the development of science modules/courses. The national curriculum for this subject aims to strengthen learner awarenessof social relationships, technological processes and elementary science (DBE 2011a). Wedeveloped an integrated numeracy, science and technology module for foundation phasestudent teachers, based on the science-technology-society (STS) approach to teachingscience concepts. Students’ understanding of science concepts was assessed, using aproject method in which they solved a problem derived from children’s literature. Thenstudents’ views of this integrated approach to teaching science concepts were gathered.The negative views of the foundation phase student teachers towards the integrated STSapproach was thought to indicate an empiricist view of the nature of science that couldimpede their future teaching. | |
| Publisher | AOSIS | |
| Date | 2014-07-01 | |
| Identifier | 10.4102/sajce.v4i1.180 | |
| Source | South African Journal of Childhood Education; Vol 4, No 1 (2014); 16 pages 2223-7682 2223-7674 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://sajce.co.za/index.php/sajce/article/view/180/43
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