South African Journal of Childhood Education 4(1):a180 A science-technology-society approach to teacher education for the foundation phase : students’ empiricist views
Type
E-Journal
Authors
ISSN
2223-7682
Category
ECCE, Foundation
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Publication Year
2014
Publisher
Aosis OpenJournals, Durbanville, Cape Town, South Africa
URL
[ private ]
Pages
16 p.
Subject
Early childhood education, Primary education, Foundation Phase, Science teacher education, Science-technology-society, Project method, Nature of science, South Africa
Tags
Abstract
Teacher education for South African foundation phase education requires student
teachers to be prepared for teaching science concepts in an integrated programme in a learning area known as life skills. This study examined the challenges faced by university teachers of foundation phase student teachers in the development of science modules/courses. The national curriculum for this subject aims to strengthen learner awareness of social relationships, technological processes and elementary science (DBE 2011a). We developed an integrated numeracy, science and technology module for foundation phase student teachers, based on the science-technology-society (STS) approach to teaching science concepts. Students’ understanding of science concepts was assessed, using a project method in which they solved a problem derived from children’s literature. Then students’ views of this integrated approach to teaching science concepts were gathered. The negative views of the foundation phase student teachers towards the integrated STS approach was thought to indicate an empiricist view of the nature of science that could impede their future teaching.
teachers to be prepared for teaching science concepts in an integrated programme in a learning area known as life skills. This study examined the challenges faced by university teachers of foundation phase student teachers in the development of science modules/courses. The national curriculum for this subject aims to strengthen learner awareness of social relationships, technological processes and elementary science (DBE 2011a). We developed an integrated numeracy, science and technology module for foundation phase student teachers, based on the science-technology-society (STS) approach to teaching science concepts. Students’ understanding of science concepts was assessed, using a project method in which they solved a problem derived from children’s literature. Then students’ views of this integrated approach to teaching science concepts were gathered. The negative views of the foundation phase student teachers towards the integrated STS approach was thought to indicate an empiricist view of the nature of science that could impede their future teaching.
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Article
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