On making sense of science discourse : the role of the foundation programme in a South African University.
Loading...
Date
2013
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The BSc4 (Foundation) programme offered at the University of KwaZulu-Natal
(UKZN) caters for students from disadvantaged educational backgrounds, with lower
matriculation points, offering them the opportunity to pursue studies in science. The
students in the BSc4 (Foundation) programme are registered for foundation modules in
science, viz. biology, chemistry, mathematics and physics as well as an academic
literacy course. It is in the context of these foundation modules in science within the
BSc4 (Foundation) programme that this study is undertaken. This study explores the
discipline-specific literacies that the BSc4 (Foundation) students require in order to
learn science and to acquire science discourse. The study uses case study as a research
design, the interpretive research paradigm and the qualitative research approach to
analyse data obtained from multiple research instruments. Research findings reveal that
with the change in student profile, module changes within the BSc4 (Foundation)
programme were implemented. In light of these, the study explores factors such as the
‘articulation gap’ between school and university; and disadvantaged educational
experiences. The findings also suggest that students experience challenges with the use
of the language of science and the use of discipline-specific literacies in science in the
modules offered in the BSc4 (Foundation) programme. However, there exists the scope
for stronger engagement between the academics who teach the foundation modules in
science and the academic literacy specialists to assist students in the acquisition of the
discipline-specific literacies required to learn science and for science discourse.
Description
Ph.D. University of KwaZulu-Natal, Durban 2013.
Keywords
Foundation course., Science--Study and teaching., Education, Higher--South Africa., Theses--Education.