- Title
- Lessons learnt from teachers during the first two years of the implemetation of a new foundation phase science curriculum
- Creator
- Plaatjies, Randall
- Subject
- Early childhood teachers -- South Africa
- Subject
- Science -- Study and teaching -- South Africa
- Subject
- Education, Elementary -- Curricula -- South Africa
- Date Issued
- 2014
- Date
- 2014
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- http://hdl.handle.net/10948/3052
- Identifier
- vital:20391
- Description
- Foundation Phase (FP) teachers’ reluctance to teach science might stem from their weak science backgrounds that has resulted in their limited science content knowledge and their congruent science misconceptions and low self-efficacy with respect to science (Boyer, 2010; Luera, Moyer, & Everett, 2005). This study was guided by the following research question: What lessons, if any, can be learnt from a representative sample of FP teachers from six rural schools in the Libode Mega District with respect to the implementation of the Natural Sciences aspect of a new curriculum? The sample comprised 18 black, female, isiXhosa speaking teachers that represented six schools in the Libode Mega District (Libode, Ntlaza and Lusikisiki). A mixed-methods approach was used to collect qualitative and descriptive quantitative data using two structured questionnaires and semi-structured interviews in the form of focus groups.
- Format
- vi, 204 leaves
- Format
- Publisher
- Nelson Mandela Metropolitan University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela Metropolitan University
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