Perceptions of science as determinants of the received curriculum in science, in black schools, in the Umlazi area.
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Date
1994
Journal Title
Journal ISSN
Volume Title
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Abstract
The value of teachers' perceptions of science is noted, given
that teachers play an active part in implementing curricula. The
possibility that teacher's perceptions of science may be
different from the image of science portrayed in the official
curriculum is considered. Given that during the apartheid era,
education was dominated both politically and culturally by one
group, objections to the ideological-cultural dimension of the
official curriculum were expected.
An exposition of the philosophical basis for science teaching and
curriculum development is attempted. A process model of
curriculum is adopted as it is seen as more effective in
portraying the political context of curriculum practice. It is
argued that both curriculum practice and the notion of being
"scientific" are not objective but depend on the dominant
culture. Therefore, there is a need to be open-minded and
eclectic about the notion of being "scientific".
An attempt is made to identify teachers ' perceptions rather than
test the teachers' perceptions against a given norm. In this
context a qualitative approach is attempted in identifying
teachers perceptions of science by using unstructured and open-ended
interviews. A content analysis of the overarching
philosophical view in prescribed books and syllabus documents is
attempted. Findings are that , broadly speaking teachers
perceptions of science were not dissimilar from those in the
official curriculum when the study was conducted.
In making recommendations for curriculum development it is noted
that teachers views need to be accommodated. However including
teachers in curriculum development should go hand in hand with
workshops to raise teachers awareness o f the issues involved. It
is also argued that there is a need f or separate curricula for
those who go on to be scientists as well as those who need
science for their general education.
Description
Thesis (M.Ed.) - University of Natal, Durban, 1994.
Keywords
Theses--Education., Teacher participation in curriculum planning--KwaZulu-Natal--Umlazi., Science--Study and teaching--KwaZulu-Natal--Umlazi.