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Masters Degrees (Science and Technology Education)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7148

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Browsing Masters Degrees (Science and Technology Education) by Author "Brookes, David W."

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    Environmental education case studies for curriculum development in science teacher education.
    (1998) Pillay, Alan Sathiaseelan.; Brookes, David W.; Naidoo, Premanithee.
    Science student teachers' participation with practising teachers in developing curriculum in environmental education for implementation in schools has been a neglected field. This study focuses on the collaboration of science student teachers with practising teachers in developing an alternative curriculum for environmental education compared to existing traditional practices in most schools in South Africa. The science teacher educator, as the researcher, used action research or elements of it to facilitate the process. The action research component served as an inquiry into, and improvement of, the PRESET/INSET curriculum development model for teacher development. This dissertation reports on four case studies of curriculum development and environmental education in science teacher education practised at the University of Durban-Westville from 1991 to 1996. Innovative strategies serve as the basis of interventions in four primary school contexts, each representing a case study on its own, yet sequentially linked as action research cycles. The case study approach served the purpose of illuminating the curriculum development process with the intention of generating grounded theory through action research or elements of it. The outcomes of a survey of the status of curriculum development in institutions offering science teacher education in KwaZulu-Natal are also presented to support the need for an innovative approach to the PRESET/INSET curriculum development model.
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    Exploring teacher's beliefs about the nature of science and their relationship to classroom practices : a case study with special reference to physical science teachers in the Empangeni / Richards Bay area.
    (1998) Singh, Suresh Kamar.; Brookes, David W.
    This research explored the complex issue of the nature of science. The purpose of the study was to explore the relationship between teachers 's beliefs about the nature of science and their classroom practices. Limited literature exists on the nature of science in South Africa. However, findings from the study concurs with the abundant international literature on the nature of science. This research has shown that textbooks, the curriculum, and teacher training are three of the primary factors that shape teachers ' beliefs about the nature of science. The under-emphasis of the nature of science in textbooks, the curriculum and in teaching training contributes to the misrepresentation of the nature of science by teachers in their classroom practices. This research was conducted as a case study using quantitative and qualitative methods of data collection such as questionnaires, interviews, and classroom observations. Findings from the study have shown that teachers' instructional strategies are consistent with their personal educational philosophies, that is, teachers' teach science according to a belief system. For teachers operating in the analytical paradigm, the products of science such as the laws and theories were emphasized in their teaching and lessons were teacher dominated. Teachers operating in the hermeneutic and critical paradigms present science as dynamic and changing and they emphasized the products and processes of science with the teacher acting as a facilitator. Recommendations from the research include the development of new textbooks, curricula, teaching techniques and approaches to science. The research also calls for the inclusion of history and philosophy of science in the science curriculum.
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