Exam paper for second semester Current Issues in Science Educatio

de Beer, J., Prof.

Petersen, N., Dr.

Ramnarain, U., Prof.

Name not available

1 of 3 
    
 
 
UNIVERSITY OF JOHANNESBURG 
FACULTY OF EDUCATION 
NOVEMBER EXAMINATION 2014 
PROGRAMME:  B Ed (HONS) SCIENCE EDUCATION (BED047) 
MODULE:          CURRENT ISSUES IN SCIENCE EDUCATION  
CODE:      CIS0027 
TIME:      3 hours  
MARKS:      100 
EXAMINERS: Prof J de Beer 
   Prof U Ramnarain 
MODERATOR: Dr N Petersen (NWU – POTCHEFSTROOM CAMPUS) 
(This paper consists of 3 pages) 
 
INSTRUCTIONS:  
You need to answer any THREE (3) of the five questions. Read each question 
carefully before answering it. The question that you answer best will count 34 
marks, and the other two each 33 marks. We will be guided by the following rubric 
when assessing your answers: 
 
Rubric 
 
Criteria Level 1  Level 2  Level 3  Level 4  
Introduction  -weak introduction 
of topic  
-thesis is weak and 
lacks an arguable 
position 
-adequate 
introduction that 
states topic , thesis  
and some of the 
subtopics  
- thesis is somewhat 
clear and arguable 
-proficient 
introduction that 
states background 
information, 
controversial 
question, topic, 
thesis, and all 
subtopics in proper 
order 
- thesis is a clear 
and arguable 
statement of 
position 
-exceptional 
introduction that grabs 
interest of reader and 
states background 
information, 
controversial question, 
topic, thesis, and all 
subtopics in proper 
order  
- thesis is 
exceptionally clear, 
arguable, well 
developed, and a 
definitive statement  
Quality of 
Information / 
Evidence 
-limited information 
on topic or 
inaccurate 
information 
Some accurate 
evidence but still 
inadequate 
Detailed information 
with accurate & 
critical evidence  
extremely detailed and 
accurate with critical 
evidence from a 
variety of sources 
Support of 
Ideas / 
Analysis 
-limited 
connections made 
between evidence, 
-some connections 
made between 
evidence, 
-consistent 
connections made 
between evidence, 
-exceptionally critical, 
relevant and 
consistent connections 
 
2 of 3 
 
 
arguments  and 
counter-arguments  
-lack of analysis 
arguments and 
counter-arguments 
-showing   analysis 
arguments and 
counter-arguments  
-showing good 
analysis 
made between 
evidence, arguments 
and counter-
arguments  
-showing excellent 
analysis 
Organization 
/ 
Development 
of Ideas 
-paper lacks clear 
and logical 
development of 
ideas with weak 
transition b/w ideas 
and paragraphs 
-somewhat clear 
and logical 
development of 
subtopics with 
adequate transitions 
b/w paragraphs 
 
-clear and logical 
subtopic order that 
supports thesis with 
good transitions b/w 
paragraphs 
-exceptionally clear, 
logical, mature, and 
thorough  
development of 
subtopics that support 
thesis with excellent 
transition b/w 
paragraphs 
Conclusion -lack of summary 
of topic,  with weak 
concluding ideas 
-adequate summary 
of topic, with some 
final concluding 
ideas 
-good summary of 
topic, with clear 
concluding ideas  
-excellent summary of 
topic (with no new 
information), in proper 
order with concluding 
ideas that leave an 
impact on reader  
Language 
Conventions 
- inconsistent 
grammar, spelling 
and paragraphing 
throughout paper 
-paper has some 
errors in grammar, 
spelling and 
paragraphing 
-paper is clear, with 
mostly  proper 
grammar, spelling 
and paragraphing 
-paper is very concise, 
clear, with consistently 
proper grammar, 
spelling and 
paragraphing 
 
 
 
Answer any THREE (3) questions. Your essays should provide evidence of critical 
thinking, and provide as many examples and references to relevant research as 
possible. Each essay should be 4 to 5 pages long. 
 
QUESTION 1 
 
Scholars in science education differ in opinion regarding the status of indigenous 
knowledge systems in the science classroom. Views range from that indigenous 
knowledge (IK) is pseudo-science, to views considering IK as rigorous science, 
whereas other researchers view IK as a “missing link” in science education. Critically 
reflect on the inclusion of IK in the school science curriculum. Address the following 
in your answer: 
 
 What is meant by IK? 
 Are IK and so-called ‘western science’ in conflict?  
 Do you view IK as science, pseudo-science or a “missing link”? 
 Why should IK be included in science education?  
 Defend the inclusion of IK in the curriculum by referring to the learning 
theories discussed in this module 
 Give practical examples from the Natural-, Life- and/or Physical Sciences, on  
how a teacher can incorporate IK in science education.                                 
                                                                                                                 (33)         
 
QUESTION 2 
 
Critically reflect on the nature and role of scaffolding in supporting learners to 
construct scientific knowledge. In your answer address the following issues: 
 
 
3 of 3 
 
 
 Engage conceptually with the notion scaffolding.     
 Discuss from literature/research forms of scaffolding that have been identified 
in science teaching.  
 Draw on your own use of scaffolding, and cite examples of where scaffolding 
supported learners in science concept formation.  
                                                                                                                          (33)
    
             
QUESTION 3 
 
Inquiry is a key curriculum imperative in the South African school science curriculum. 
Research that has been conducted in the South African landscape informs us that 
implementation has been varied across classroom. Outline and discuss what the 
factors that have stifled the uptake of inquiry. In your discussion invoke the findings 
of research studies that have taken place in this country.  Thereafter offer 
recommendations on how challenges in the implementation of inquiry may be 
overcome.   
                                                                                                           (33) 
 
QUESTION 4 
           
Discuss the role of language in science learning by identifying how language can act 
as a barrier to science learning. Also, suggest how teachers can support learners in 
acquiring the linguistic features of scientific language. Provide examples.   
                                                                                                 (33) 
  
QUESTION 5 
 
In this module we looked at Cultural-Historical Activity Theory (CHAT) as a lens to 
view and interpret science teaching and learning in the classroom. Write an essay, in 
which you reflect on CHAT as a research lens in science education. In your answer, 
you should refer to the contributions of, amongst others, Vygotsky, Veresov and 
Engeström. Also reflect on the importance of having intermediate theories as 
“filters” accompanying CHAT as a lens.        
                                                                                                          (33) 
                                                                 
     TOTAL: 100 
 
   
 
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