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Direct linkUmesh Ramnarain – International Journal of Science and Mathematics Education, 2024
Curriculum reform worldwide has often reflected changing perspectives on the teaching and learning of science. Such perspectives underline the notion that not only the teaching of science content knowledge is relevant but also the aims and methods scientists use to further their knowledge and the social context in which science is applied. We call…
Descriptors: Foreign Countries, Curriculum Development, Science Curriculum, Biological Sciences
Bhaw, Nishaal; Kriek, Jeanne – African Journal of Research in Mathematics, Science and Technology Education, 2023
The present study explores the validity of inferences that may be drawn from the Trends in International Mathematics and Science Study (TIMSS) learner achievement data by measuring the South African curriculum-TIMSS alignment for the Grade 8 science assessments from 2007 to 2019. The Singapore curriculum--TIMSS alignment indices are a fair…
Descriptors: Alignment (Education), Elementary Secondary Education, Foreign Countries, Achievement Tests
Download full textTeane, Florah Moleko – South African Journal of Education, 2023
The purpose of the study reported on here was to investigate the role of partnerships in helping in-service teachers overcome the difficulties associated with performing practical work prescribed in the Life Sciences Curriculum and Assessment Policy Statement (CAPS), an educational policy intended to transform the South African school curriculum…
Descriptors: Foreign Countries, Partnerships in Education, Educational Policy, Policy Formation
Badmus, Olalekan Taofeek; Jita, Loyiso C. – Science Education International, 2022
The decision to integrate Nature of Science into classroom practice is no longer a debate among science educators and curriculum experts. There exists empirical evidence to substantiate its effectiveness, judging by both the academic performance and ability of students to conceptualize abstract yet teachable areas in science. Curriculum and…
Descriptors: Science Instruction, Physical Sciences, Scientific Principles, Science Curriculum
Poti, Joyce G.; Dudu, Washington T.; Sebatana, Motlhale J. – EURASIA Journal of Mathematics, Science and Technology Education, 2022
Literature shows that science teachers' development and practice of PCK have always been a concern in science education research. Globally, national policies have begun to underscore the instruction of science teachers as a great concern. This study is considered worthwhile, as it intended to address this gap by exploring a beginner teacher's PCK…
Descriptors: Natural Sciences, Science Teachers, Pedagogical Content Knowledge, Energy
Ramnarain, Umesh – Research in Science Education, 2023
Inquiry-based science education has been advocated as a goal in the South African school science curriculum. Despite this goal, the implementation of inquiry in this country has been largely fragmented due to contextual factors that exert an influence on its traction in the classroom. This phenomenologically orientated study reports on the…
Descriptors: Inquiry, Science Education, Active Learning, Teaching Methods
Salimpour, Saeed; Bartlett, Sophie; Fitzgerald, Michael T.; McKinnon, David H.; Cutts, K. Ross; James, C. Renee; Miller, Scott; Danaia, Lena; Hollow, Robert P.; Cabezon, Sergio; Faye, Michel; Tomita, Akihiko; Max, Charles; de Korte, Michael; Baudouin, Cyrille; Birkenbauma, Daina; Kallery, Maria; Anjos, Sara; Wu, Qixuan; Chu, Hye-eun; Slater, Eileen; Ortiz-Gil, Amelia – Research in Science Education, 2021
Astronomy is considered by many to be a gateway science owing to its ability to inspire curiosity in everyone irrespective of age, culture, or general inclination towards science. Currently, where there is a global push to get more students engaged in Science, Technology, Engineering, and Mathematics, astronomy provides an invaluable conduit to…
Descriptors: Astronomy, Science Instruction, Cross Cultural Studies, Science Curriculum
Moloi, Mabel Julia; Motlhabane, Abraham Tlhalefang – South African Journal of Education, 2023
The aim with this study was to analyse and explore how physical sciences, engineering science and technology subjects (technical electrical technology, technical civil technology, technical mechanical technology) can contribute to the alignment of the technical sciences curriculum. We used document analysis to collect data. An analysis of the…
Descriptors: Integrated Curriculum, Science Curriculum, Physical Sciences, Engineering Education
The Views and Experiences of Grade 10 Life Sciences Teachers on the Compulsory Practical Examination
Samaneka, Furiwai; Singh-Pillay, Asheena – Perspectives in Education, 2020
With the introduction of the Life Sciences (LS) Curriculum Assessment Policy Statement (CAPS) in 2012 in South African schools, a practical examination has become compulsory in grades 10 and 11. The LS CAPS policy stipulates the types of practical work that needs to be conducted to develop specific process skills in learners. This interpretive…
Descriptors: Foreign Countries, High School Teachers, Science Teachers, Teacher Attitudes
Mpungose, Cedric Bheki – International Journal of Higher Education, 2021
Post-apartheid South African curriculum reforms, from outcomes-based education (OBE) to the Curriculum and Assessment Policy Statement (CAPS), resulted in different challenges. Teachers, in particular those teaching Physical Sciences in the Further Education and Training (FET) phase from Grades 10-12, were expected to cope with changes and master…
Descriptors: Foreign Countries, National Curriculum, Science Curriculum, Curriculum Development
Mnguni, Lindelani – Education Sciences, 2021
School science subjects may be informed by curriculum ideologies such as discipline-centered, service-centered, student-centered, or citizen-centered ideologies. The distinct characteristics of each ideology complicate the extent to which science subjects could integrate different curriculum ideologies. Consequently, the present research explored…
Descriptors: Natural Sciences, Science Curriculum, Ideology, Student Centered Learning
Bhaw, Nishaal; Kriek, Jeanne – South African Journal of Education, 2020
The South African Department of Education has attributed the poor pass rates in Grade 12 Physical Sciences to the learners' lack of practical work and the inability of learners to solve problems by integrating their knowledge from different topics in Physical Sciences. A possible reason for this could be a disjointed alignment between the…
Descriptors: Foreign Countries, Alignment (Education), Science Tests, Physics
Mouton, Marnel – Journal of Biological Education, 2020
First-year undergraduate curricula and their delivery should assist students in the transition from previous learning experiences to learning in higher education. However, the so-called articulation gap or discontinuity between secondary and higher education has been identified as a key structural curriculum problem for first-year success in South…
Descriptors: Foreign Countries, Student Projects, Active Learning, Science Curriculum
James, Angela A.; Beni, Saritha; Stears, Michele – South African Journal of Childhood Education, 2019
Background: Foundation phase teachers are not science specialists; however, they are expected to teach science. It is important that research determines where teachers face challenges in teaching science in order to assist them to bridge the gaps and to improve their competence in teaching science. Aim: The aim of this research was to explore…
Descriptors: Science Instruction, Curriculum Implementation, Elementary School Teachers, Foreign Countries
Mnguni, Lindelani – Problems of Education in the 21st Century, 2019
Science is generally expected to respond to students and societal needs by adopting student and social accountability principles. Therefore, school science curricula are revised regularly to address emerging socio-economic, political, and scientific issues. Similarly, the National Curriculum and Assessment Policy Statement of South Africa was…
Descriptors: Foreign Countries, Science Curriculum, Biological Sciences, Social Responsibility
