The story of a physical science curriculum: transformation or transmutation?

Nakedi, Mpunki; Taylor, Dale L.; Mundalamo, Fhatuwani J.; Rollnick, Marissa; Mokeleche, Maebeebe

doi:10.1080/10288457.2012.10740745

Cited by 8 publications

(2 citation statements)

References 8 publications

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“…Such changes are precipitated by changes in regimes precipitating politically motivated curriculum reforms. South Africa, for example, introduced a post-apartheid curriculum which was later deemed to be too complex for teachers to implement and was replaced by a more conservative content-centred curriculum (Nakedi, Taylor, Mundalamo, Rollnick, & Mokeleche, 2012). Benin's education system was precipitated into crisis after political upheavals in the 1970s, further exacerbated by economic crises in the mid1980s, leading to the closing down of several teacher education institutions.…”

Section: Policy Environmentmentioning

confidence: 99%

Pre-service Science Teacher Education in Africa: Prospects and Challenges

Ogunniyi¹,

Rollnick²

2015

Journal of Science Teacher Education

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Since the independence era in the 1950s and 1960s, many African countries have recognised the important role that science plays in the socio-economic development of any country. As a result, various African governments have enacted policies and allocated a large proportion of their gross national product to the science and science education sector of the economy. For instance, many African countries introduced universal primary education and to cater for the bulging student population increased the number of their secondary schools considerably. However, the rapid expansion of educational facilities has to some degree compromised the quality of the science teaching in many African schools. Among the various problems facing science education in Africa since the independence era, however, the most frequently mentioned has been the shortage of qualified science teachers. Science teachers play a critical role in laying the foundation of scientific literacy of a country. Indeed, no education system can outperform the quality of its teachers.

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Section: Policy Environmentmentioning

confidence: 99%

Pre-service Science Teacher Education in Africa: Prospects and Challenges

Ogunniyi¹,

Rollnick²

2015

Journal of Science Teacher Education

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“…Each outcome has three assessment standards, except for LO 1, which has four (for full details on the NCS for Physical Science, see Nakedi, Taylor, Mundalamo, Rollnick & Mokeletche 2012). The goals of the NCS not only require teachers to use innovative teaching strategies but also to expand their knowledge and perceptions about how they think learners learn.…”

Section: The Shift To the Further Education And Training (Fet) Nationmentioning

confidence: 99%

A narration of a physical science teacher's experience of implementing a new curriculum

Koopman¹,

Grange²,

Mink³

2016

Educ. as change.

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This article narrates the lived experiences of a Physical Science teacher named Thobani (pseudonym) in implementing a new curriculum in South Africa. Drawing on the work of Husserl and Heidegger, the article describes the objects of direct experience in Thobani's consciousness about his life as a learner and teacher as revealed during an in-depth semi-structured interview conducted from two perspectives. The genealogical part of the interview chronicled how his knowledge of Physical Science had unfolded in his life as a learner and subsequently as a teacher; the portraiture perspective recounted the often traumatic events of his personal life and the circumstances that had informed his decision to become a teacher. Theoretically, the findings reveal how an incompetent Physical Science teacher had hampered his understanding of the fundamentals of the subject, and how the lack of support from the Department of Education and his head of department had retarded the implementation process. The insights gleaned from this phenomenological investigation into 150 the thought processes of a teacher introduced to a new curriculum could have potentially transformative effects for policy-makers, curriculum planners and teacher educators at a time when South African teachers are yet again faced with the implementation of a new curriculum.

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I Am Ready for This New Curriculum: The Lived Experiences of a Physical Science Teacher

Koopman

2016

Curriculum Studies Worldwide

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The story of a physical science curriculum: transformation or transmutation?

Cited by 8 publications

References 8 publications

Pre-service Science Teacher Education in Africa: Prospects and Challenges

Pre-service Science Teacher Education in Africa: Prospects and Challenges

A narration of a physical science teacher's experience of implementing a new curriculum

I Am Ready for This New Curriculum: The Lived Experiences of a Physical Science Teacher

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