Intermediate phase teachers’ views and pedagogical practices on integrating natural sciences and technology.

Abstract

The South African educational system has undergone significant transformation in its curriculum over the years. An important change occurred in 2011 when the Department of Basic Education introduced the Curriculum and Assessment Policy Statement (CAPS) which integrated related subjects, notably combining Natural Sciences and Technology into a single subject (NS-TECH) in the intermediate phase. Although this integration was grounded in the subjects' natural interconnections, recent evidence indicates potential challenges in its implementation. Drawing from personal experience as an intermediate phase NS-TECH teacher and supported by research highlighting the crucial role of teachers' experiences in shaping instructional approaches, this study examines the effectiveness of this curricular integration. Specifically, this research addresses three fundamental questions: 1. What are intermediate phase teachers' views on integrating Natural Sciences and Technology? 2. How do intermediate phase teachers integrate Natural Sciences and Technology? 3. Why do intermediate phase teachers integrate Natural Sciences and Technology in the way they do? The study employed a qualitative approach and a case study design to comprehensively address these questions. Data were gathered through interviews, classroom observations, documentation analysis, and post-observation interviews. The research focused on the Berea area in Durban, where 12 intermediate phase NS-TECH teachers were selected from four different schools. The theoretical framework guiding this research, Bernstein's Theory of Classification and Framing (1971), provides valuable insights into the current state of NSTECH integration. The findings demonstrate strong classification in NS-TECH implementation, unlike the weak classification ideal for integrated subjects. Furthermore, in terms of framing, 11 of the 12 teachers exhibited unintegrated teaching approaches, indicating considerable difficulties in achieving genuine subject integration. Several key challenges emerged from the research: • Teachers felt inadequately prepared to teach integrated NS-TECH, particularly citing insufficient knowledge of Technology; • Resource limitations hampered both teaching and learning; and • The densely packed curriculum left minimal time for practical, hands-on activities. Based on these findings, the following actions are recommended: • Develop and implement clear policy guidelines for NS-TECH integration; • Provide comprehensive professional development and training support; • Include teacher input in policy-making processes; • Design a more realistic, time-conscious curriculum; and • Supply learning materials and textbooks that effectively support integrated instruction. These recommendations aim to address the challenges identified while maintaining the intended benefits of subject integration in the South African educational system.