Difficulties in developing a curriculum for pre-service science teachers

Course outlines for science teachers, designed and developed at 6 universities, were critically analysed and compared with the guidelines for science education set out in the national policy framework known as the Minimum Requirements for Teacher Education Qualifications (MRTEQ) to identify the characteristics of a competent science teacher. Researchers used qualitative means to elicit data from the curriculum documents and in-depth interviews with science teacher educators at the institutions that participated in the study. The analysis of data focused on identifying views and perspectives that informed selection and organisation of curriculum content and pedagogical approaches. The findings that emerged from the data analysis point to both convergence and divergence among science teacher educators in terms of (i) interpretations of the policy on the minimum requirements for teacher qualifications, (ii) conceptualising hybridisation of academic content knowledge from different disciplines in the fields of science, and (iii) conceptualisation of pedagogical content knowledge for integrated approaches to teaching and learning of knowledge. A lack of uniformity in the conceptualised academic content and the conceptual framework to develop pedagogical content knowledge for the interdisciplinary school subject, Natural Sciences, pointed to the challenges facing departments of sciences education to produce competent teachers.Keywords: conceptualisation; curriculum development; knowledge integration; science disciplinary content knowledg

Connecting Pedagogical Interactions in the Twenty-First Century Classrooms: The Role of the Learners’ Perspective in Knowledge Production in the Curriculum Transformation in South Africa

This chapter presents the analysis of the interactions in the context of knowledge acquisition and learning. Despite the different contesting approaches to knowledge acquisition, this chapter unveils the confusion prevailing in classrooms concerning the gaps and questions arising from knowledge that is asserted to be empirically verified. The observation sheets and notes were the primary sources of data gathered from the evaluation of lesson presentations conducted in classrooms, with the focus being on teacher-learner-interaction. Learners’ reflections, questions, comments as well as feedback from teachers were analysed through qualitative procedures. The results and the findings highlighted that the preparation of the lessons by the teachers have unforeseen gaps, blind spots, and undesired learning outcomes. This work concluded that teachers are experiencing challenges and difficulties in addressing the cognitive and intellectual needs of the twenty-first generation learners in classrooms. This study recommends the review of factual knowledge by school subject curriculum experts, and teacher educators in the faculties

The assessment of perceptions of squatter camp teachers in Khayelitsha towards the outcomes based education

1. This pilot study is a survey of practices of natural sciences educators at Cape College of Education to establish if they reflect the conceptual development, development of skills, change of attitudes and values that are the pillars of the Outcomes Based Education (OBE). Their approaches of lecturing have been assessed to determine if they incorporate investigative approaches based on social constructivism, the theory underpinning Curriculum 2005. The status of science education in the college has been analyzed to establish whether the curriculum can adapt itself to the specifications of the new curriculum. It has been concluded that the educators at Cape College of Education need to be empowered about strategies that will help them function along the principles embracing Curriculum 2005 specifications. The educators have shown not to be ready to practice social constructivism and the assessment strategies incorporated in their programmes do not embrace a variety of approaches that will enable their learners to develop conceptually, skill wise and enable them to develop change in attitudes and values. Investigative approaches to practical work appear to be lacking in the college teaching/learning and this also indicates that Curriculum 2005 will take time to be properly implemented at Cape College of Education. 2. This study is based on the practices of science educators in the squatter-camp school in Khayelitsha, a densely populated area for blacks near Cape Town. Teachers at Vuselela primary school were interviewed about their teaching assessment strategies to establish whether they incorporate a learner centred approach, which is the necessity for the Outcomes Based Education approach. Also some of the lessons they taught were observed in order to find out whether they validate what transpired from the interviews through a process of triangulation. It has become evident that the teachers are to some extent aware of the changes the education system is going through in South Africa. It also became clear from the study that the teachers are still lacking expertise as to how to practice along the lines of Curriculum 2005, the South African version of Outcomes Based Education (OBE). They also showed that they are keen to learn and practice OBE even though more opportunities need to be created for their epistemological empowerment as well as empowerment on the content of science

Implementation challenges of natural sciences curriculum int he teacher education programme: a tandem between curriculum conceptualisation and implementation

Conference ProceedingLiterature internationally and nationally has unveiled that the process of curriculum development is a process that should be seriously considered. At the core of the conceptualization process of a curriculum, there are often variables that do not come into manifestation during the development stage but seem to crop up during the implementation phase. This has been a case in the institution where this study was conducted. The aim of this study was to trace how the designed curriculum model had been conceptualized and how this penned out when the natural sciences curriculum was implemented. The dominant philosophies, theories and models for curriculum development for the principle of integration of knowledge were carefully evaluated based on the ‘ideal curriculum conceptualized’. The realities of the implementation of the curriculum faced by teacher educators during the first year at the sampled university where this case study was conducted showed a different picture from the principle of knowledge integration envisaged in the designed curriculum. The view of integration of knowledge for integrated learning by the teacher educators has been the fulcrum of the argument this study pursued. Results unveiled that the picture of what was painted about the conceptions and perspectives on the principle of knowledge production in the life sciences teacher education have not worked according to design principles envisaged in the curriculum designed. Further, the were challenges that were encountered in the middle of implementation phase emanating from pressure of relaxing criteria used for admitting students resulted in the admission of students who have either done Life Sciences or physical science in grade 12. This has resulted in the students who have done either of the two learning areas studied at grade 12 in schools. There were struggles and difficulties of coping mechanisms by these students as a result of this fact. The anxiety resulted in some students cancelling their registration and some who remained in the program seem to be battling and consequently creating anxiety on the teacher educators who teach this integrated discipline. Revision of admission criteria are recommended to get students that have done both subjects. In the meantime, intervention programmes have also been suggested to ameliorate the problem faced by such students

Life Sciences teacher educators’ perspectives of the principle of knowledge integration in the Life Sciences teacher education curriculum

Thesis (DEd (Education))--Cape Peninsula University of Technology, 2017.This study aimed at examining the Life Sciences teacher educator’s perceptions and perspectives of knowledge integration in the espoused curriculum prescribed by the South African Department of Higher Education and Training through the policy of Minimum Requirements for Teacher Qualifications (MRTEQ). The qualitative research design was adopted for data collection procedures. The selection of the sampling was purposive, in the sense that the Higher Education Institutions (HEIs) who participated were classified into two categories. The first category consisted of three historical or traditional universities and the second category was formed by three higher education institutions that emerged after the merger of Teacher training Colleges, Technikons and universities. The study targeted lecturers, senior lecturers and professors in the field of Life Sciences Education who participated in the development of curriculum for Life Science teacher education and training. The interviews were conducted to elicit data on the experiences and perceptions that influenced the process of designing and developing the curriculum blue print which came out as a product to be adopted by the institution. The results of the empirical study were analysed by using qualitative procedures, which are; coding of data, classification of data into categories and the identification of themes and issues. The contesting views and perceptions were summarised in the results highlighted follows: The school Life Science curriculum requires teachers who are capable of integrating knowledge from various domains of scientific knowledge but the study demonstrates that the Life Science teacher educators who participated in the study had views and perceptions that are not congruent with those of the curriculum as it presently stands. This could imply that the Life Science teachers educated and trained for the school Life Science curriculum could experience problem with its implementation in classrooms. The twenty first century teacher could be expected to demonstrate competences such as; critical thinking, creative thinking, logic and independent thinkers. The study further concluded that there are academics in Science Education departments who still adhere doggedly to the traditional ways teaching their own disciplines. This study confirms the importance of breaking the artificial disciplinary boundaries to facilitate interdisciplinary knowledge construction. This study endorses the emerging trend of knowledge integration in Science Educations.Finally the study suggests that collaborative and collegial deliberations among Science teacher educators and experts in various knowledge domains could be a way of finding common ground on issues highlighted in the study

Post-apartheid state of schools in South Africa: using pedagogical strategies to curb knowledge gaps in first year life sciences practical in a teacher education programme

Scientific knowledge and skills required to engage in ontological and epistemological access to sciences have been a fulcrum of debate in scientific research for a curriculum debates in institutions of Higher learning internationally. In particular, in the third world countries such knowledge and skills have been viewed as causing gaps mostly emanating from different backgrounds where first year students who enter university for the first time display. In Life Sciences teacher education classrooms these gaps have been identified as causing low throughput rates and high attrition rates in the Higher Education Institutions. The purpose of this case study was to investigate how a Life Science teacher or educator provided interventions to ameliorate knowledge gaps in practical investigative skills in the first year class. The community of practice theory was used as a lens to view and synthesise the findings of this research. The study falls within the interpretive paradigm where qualitative research method was selected as being suitable for the research conducted. Sampling was done conveniently to accommodate researcher’s class. This group participated in all activities to ensure that data collected was credible and reliable. Results on three microscopy practical work tasks were used along with in situ observations done and recorded by the researcher at all instances. Community of Practice principles assisted the disadvantaged students through peer interactions. Interactive scaffolding methods resulted in suggesting using peer learning activities enhance skills acquisition and learning

Integration of knowledge: a neglected approach in teachinging Life Sciences?

Conference ProceedingIn this case study, three university Life Sciences teacher educators were interviewed to explore their perspectives of the knowledge integration in the Life Sciences teacher training and education programme as mandated by the Department of Higher Education and Training (DHET) through the espoused curriculum for teacher training and development in the South African universities. Life Sciences teacher educators’ perspectives were the determinants of what conceptions and perceptions of knowledge integration and how it was perceived in this study. This was a necessary for investigating the extent of how they view the principle of knowledge integration and subsequent effect these views would have on the selection of topics for the knowledge discipline for the espoused curriculum designed for preservice teaching of Life science content and curriculum studies necessary for developing a competent Life sciences educators being prepared for the 21st century learners. Such students are envisaged to have necessary in Life Sciences content and pedagogical competencies required for teaching Life Sciences disciplines when they exit the programme. The choice of models and philosophical foundations of knowledge production based of knowledge discipline were seen as a fulcrum of how they presented the integrated disciplines as expected. This view necessitated the researcher to conduct in-depth interviews to solicit such information in order to understand how they interpreted the policy (MRTEQ) when developing their learning programmes, given the multidisciplinary nature of the subject. Selecting a qualitative methodology in a form of a case study meant that from face to face interactions a researcher was afforded opportunities to probe deeper issues covered by the designed instruments (semi-structured interviews) where clarity was needed. Therefore, the purpose of a case study conducted in a South African Institution of Higher Education was pursued with the aim of identifying the dominant trends contributing to how such perspectives affected the conceptualization of Life Sciences curriculum design and development for knowledge integration. Research findings results were thematically analysed and based on the synthesis of literature and theoretical framework selected for this study gave an impetus for covering all angles found from the study as well as generating information on the models and theories that could possibly influence the Life Sciences’ academic involved in design and development of curriculum for successful implementation within an appropriate context. The study unveiled the fact that integrated Life Sciences disciplinary knowledge has had an influenced on the participants’ perspectives of knowledge integration. It became clear that academics were dependent on their beliefs and teaching styles, as well as philosophical inclinations that informed their practice. The choice of themes in their learning programmes also demonstrated a possibility of biasness driven by the passion of teacher educators’ disciplines of their specialty

Science teacher educators’ views on incorporating a thematic approach in science teacher education curriculum in South Africa

Conference ProceedingCurriculum innovations influenced by shifting curriculum from teaching subjects as separate compartments into integration of related disciplines has ushered discourse on adopting pedagogical strategies for teaching sciences through amalgamated themes across disciplines. The South African Teacher Education Institutions were mandated to develop curriculum reflecting science disciplines reflecting principles of knowledge integration. Bernstein’s theory was used as a theory to frame the empirical study. The theory enabled the study to identify relevant syntax and semantics that could be used to describe how integrated knowledge in sciences curriculum could be structured to ensure that teacher trainees are adequately prepared to teach school curriculum. This study aimed at identifying perceptions and thoughts of Science Teacher Educators on how curriculum could be structured to allow knowledge integration in related disciplines. A purposive sample of teacher training universities was used to collect data for the case study. Data was collected through qualitative means, through interview and curriculum document analysis. Findings unveiled diverse patterns of thoughts on whether science multidisciplinary knowledge could be structured to allow integration of related themes in designing science teacher education curriculum structure. Further, findings unveiled that models used for the curriculum design by different institutions to some extent demonstrated divergent models influenced by lecturers as curriculum designers and developers’ perspectives are influenced by their philosophical world views on how knowledge production entails. In conclusion, knowledge integration is a paradigm shift which requires ideological and philosophical beliefs to be set aside for transformational curriculum to be developed. Knowledge integration is therefore a process from curriculum design to curriculum dissemination and it can therefore act as a principle underpinning its implementation process

How prepared are First-year Life Sciences pre-service teachers for the laboratory learning environment? A case study at a University of Technology

Conference ProceedingDeveloping countries are routinely associated with wide disparities between social classes have often been observed in developing countries such as South Africa. Such social stratification is in many cases caused by governments who adopt ideologies from well-developed countries without reflecting upon the context in which such ideologies are to exist. The University of Technology, at which this case study was conducted, typifies the inequality in social classes from which students are drawn. This study aimed at focusing on student experience in conducting practical work in a laboratory environment. A purposive sampling strategy was chosen with the aim of investigating the effect of prior exposure of first-year Life Sciences students to the laboratory environment. Life Sciences in its nature require students to be acquainted with both content knowledge and practical work knowledge. In identifying preparedness of first year Life Science for university education, it has been observed that these students have manifested signs of socio-economic disparity in execution of practical conducted in laboratory environments. The researcher observed manifestations of these differences in laboratory practical activities: such as microscopic, taxonomy, measurement skills required as knowledge learnt prior to their enrolment in education. This study was underpinned by Bourdieu’s, scientific capital and cultural capital as well as Maton’s Legitimation Code Theory. Such theories address disciplinary knowledge that endows Life Sciences students with peculiar skills: lacking or debilitated by poor secondary school training. Results of this study revealed that there are indeed visible differences in the way that students executed selected Life Sciences practical activities introduced in the Life Sciences laboratory. Such discrepancies were relatable to differences in schooling. Some students were drawn from schools where practical activities were not conducted while other groups of students in the sample for this study were adequately prepared to conduct experiments independently. This study concluded that South African academics need to be more aware of the social dynamics

The influence of background knowledge on students' conceptualisation and drawing skills in first year Life Sciences

Conference ProceedingGlobally knowledge gaps have been identified in the Life Sciences classroom of first year students who join teacher education programs in tertiary institutions. These gaps are created by their different schooling backgrounds ranging from well-resourced schools with qualified Life Sciences educators to schools that are under-resourced and disadvantaged in various ways. This notion results in pedagogical challenges for lecturers who have to accommodate both groups through various strategies they incorporate into their teaching and learning programs. This qualitative study aims at identifying the knowledge gaps that exist due to the diverse schooling backgrounds of the first year Life Sciences students enrolled in the B.Ed. degree in the FET phase. As an evaluative study, a baseline assessment was given to first year Life Sciences students with the explicit purpose of identifying their prior competencies in the subject. Results from this assessment were analysed by means of Maton’s Legitimation Code Theory (LCT) on semantic density. It was found that background knowledge influences conceptualisation and drawing skills of first year Life Sciences students. Consequently, some intervention strategies were proposed in this paper as ways of assisting the disadvantaged students in bridging and erasing the identified knowledge gaps