Praktiese lesse in natuurwetenskap: 'n Gevallestudie
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie/South African Journal of Science and Technology
| Field | Value | |
| Title | Praktiese lesse in natuurwetenskap: 'n Gevallestudie Practical lessons in natural science: A case study | |
| Creator | Mothokwa, Sydney Gaigher, Estelle Randall†, Elize Moen, Melanie | |
| Description | Hierdie artikel beskryf ’n gevallestudie wat bydra tot die navorsingsliteratuur oor die ontwikkeling van 21ste-eeuse vaardighede in wetenskapklasse in Suid-Afrika. Die studie ondersoek die wyse waarop vier ervare natuurwetenskaponderwysers praktiese lesse in hulle Graad 7-klasse in die Limpopo-provinsie integreer. Data is deur middel van dokumentontleding, leswaarneming en semigestruktureerde onderhoude ingesamel. Die studie is gebaseer op ’n teorie van kurrikulumimplementering vir wetenskaponderrrig in ontwikkelende lande. Die resultate word ten opsigte van voorbereiding, aanbieding en assessering van praktiese lesse bespreek. Die studie het aan die lig gebring dat hierdie onderwysers praktiese lesse op ’n tradisionele manier aanbied, eerder as om 21ste-eeuse benaderings te volg. In die meeste gevalle ontbreek noodsaaklike besonderhede tydens lesvoorbereidings, terwyl die leerders passiewe waarnemers is en die assessering op kennis eerder as vaardighede fokus. Verder is die volgende probleemareas geïdentifiseer: die onvoldoende toekenning van tyd vir die onderrig van natuurwetenskappe, asook ’n gebrek aan toepaslike hulpbronne. Die insig waartoe in die studie gekom is, kan gebruik word om die implementering van die kurrikulum te verbeter en om leiding aan die onderwysers te bied ten opsigte van die integrasie van praktiese lesse in natuurwetenskap. This article reports a case study that contributes to the literature on the development of 21st century skills in science classrooms in South Africa. The study explores the manner in which four experienced natural science teachers integrate practical lessons into their Grade 7 classes in the Limpopo province. The study is based on a theory of curriculum implementation for science education in developing countries. Data was collected through document analysis, lesson observations and semistructured interviews. The results are discussed in terms of the preparation, enactment and assessment of practical lessons. The study revealed that these teachers presented practical tasks in a traditional manner, rather than using 21st century approaches. Typically, lesson preparation lacked essential detail, while learners were passive observers, and assessment focused on knowledge rather than skills. Additionally, inadequate time allocation for the teaching of natural science, coupled with a lack of appropriate resources, were identified as areas of concern. The insight gained in this study should be used to improve curriculum implementation and to guide teachers regarding practical lesson integration in their classrooms. | |
| Publisher | AOSIS | |
| Date | 2017-01-31 | |
| Identifier | 10.4102/satnt.v36i1.1375 | |
| Source | Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 36, No 1 (2017); 7 bladsye Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 36, No 1 (2017); 7 bladsye 2222-4173 0254-3486 | |
| 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://journals.satnt.aosis.co.za/index.php/satnt/article/view/1375/3242
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1375/3240
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1375/3243
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1375/3239
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