Exploring teachers’ experiences of implementing an integrated natural science and technology curriculum in the intermediate phase.

Abstract

Curriculum for the 21st century that promotes the integration of Natural Science and Technology (NSTech) seeks to transform and develop curriculum by advocating for the flexibility of teachers’ knowledge and skills as opposed to traditional curriculum where subjects were taught in isolation. The restructuring of the curriculum has been an ongoing process for teachers in post-apartheid South Africa. Some studies on curriculum integration have rendered it effectual as it allows for flexibility in knowledge and skills that seek to offer solutions to the problems that exist in society. However, NSTech has attracted considerable scrutiny over the past few years. Studies note the problematic nature of integrating the curriculum, as teachers experience numerous setbacks in the form of contextual factors, inadequate experience and training, and the prescriptive nature of the curriculum. In this study, the problematic nature of NSTech is addressed by exploring the experiences of teachers who implemented an integrated NSTech curriculum, which was the core focus of the study. Additionally, the study sought to explore the reasons for teachers having these experiences, and how it influenced the way in which the NSTech curriculum was implemented. Through the analysis of interpretive qualitative data, this case study involved coding and categorising data into themes under the guiding research questions. The data sources included semi-structured interviews and semi-structured questionnaires with six Intermediate Phase teachers from three schools within the province of Kwa-Zulu Natal. These teachers were selected using purposive sampling with specific criteria. The results that emerged from this study, communicated the vital nature of teachers’ experiences in the implementation of an integrated NSTech curriculum. The key finding of the study showed that teachers had a multiplicity of experiences when implementing the NSTech curriculum. These experiences included an inclination towards either Natural Science or Technology which led to a disjuncture in the way NSTech was taught as an integrated subject. Teachers inclination resulted from their lack of content knowledge, pedagogical skills, contextual factors such as inadequate time and limited resources to implement NSTech as well as a lack of support offered in pre-service and in-service teaching. Teachers’ experiences were further exacerbated by personal, contextual, political and socio-economic factors that influenced the way in which NSTech was implemented by Intermediate Phase teachers. The study’s findings could be valuable to policy makers and schools alike within the Department of Education, and consequently guide decision-making processes and curriculum changes in the years to come. Bernstein’s theory of Classification and Framing was used to used to analyse and classify Intermediate Phase teachers’ experiences of implementing an integrated NSTech curriculum. Recommendations emanating from this study saw the need for policy makers to collaborate with teachers to understand how curriculum changes can affect their experiences when implementing an integrated NSTech curriculum and vice versa. Additionally, teachers need relevant and on-going support from the Department of Education to adequately implement the vision of policy makers.