Science teaching and learning is facing a new dilemma. It has to move from its old perception of ... more Science teaching and learning is facing a new dilemma. It has to move from its old perception of science as a purely positivistic and value-free enterprise into regarding it as what it really is: a value-laden human endeavour characterised by historical, cultural, social and political parameters. Science teachers now have to deal with ethical, and social issues encountered in their teaching of science. In essence school science has moved from its conventional form of being a pure science to more of a social subject that has to talk about day to day social and ethical issues. This conceptual paper explores the problems that science teachers face in their teaching. The paper goes further to suggest radical approaches that teachers may use to teach these issues successfully. The incorporation of radical approaches is relevant in order to address this issue which has the potential to adversely affect the teaching and learning of science. Relevant examples from the South African context are cited throughout the paper.
The teaching and learning of science is reported to be problematic in South Africa. Quite a numbe... more The teaching and learning of science is reported to be problematic in South Africa. Quite a number of scholars have focused on the views given by in-service teachers. It is possible that the problems might be a result of the problems that pre-service teachers face during training. The aim of this qualitative study is to explore the problems that pre-service science teachers face during training in a South African university. These problems might be compromising their teaching when they qualify. The researcher used critical discourse analysis as the theoretical framework. The data were collected using semi-structured interviews and focus group interviews. The interview data were then analysed using content analysis. The significance of the study lies in its potential to address issues related to science teacher training. This in the long run has the potential to address the problems that science teachers face in South Africa. The results indicate that there is insufficient planning i...
The prevalence of social justice in teaching and learning is regarded as one of the most profound... more The prevalence of social justice in teaching and learning is regarded as one of the most profound ideals that education should address. In societies such as South Africa where historical events indicate racial segregation, social justice should be promoted in education to address these past issues. For teachers to be able to foreground social justice during their teaching, they should be introduced, exposed and experience social justice during their training. In one South African university, effort has been placed on how pre-service teachers may be trained in ways that afford them social justice. This qualitative study aims to explore black pre-service science teachers’ experiences of social justice in their training. These students are enrolled for a Bachelor of Education degree specialising in Physical Science Education. There are higher incidences of failure in their science core modules. Semi-structured interviews and focus group interviews were used to collect the data. The int...
Science teaching and learning is facing a new dilemma. It has to move from its old perception of ... more Science teaching and learning is facing a new dilemma. It has to move from its old perception of science as a purely positivistic and value-free enterprise into regarding it as what it really is: a value-laden human endeavour characterised by historical, cultural, social and political parameters. Science teachers now have to deal with ethical, and social issues encountered in their teaching of science. In essence school science has moved from its conventional form of being a pure science to more of a social subject that has to talk about day to day social and ethical issues. This conceptual paper explores the problems that science teachers face in their teaching. The paper goes further to suggest radical approaches that teachers may use to teach these issues successfully. The incorporation of radical approaches is relevant in order to address this issue which has the potential to adversely affect the teaching and learning of science. Relevant examples from the South African context are cited throughout the paper.
The teaching and learning of science is reported to be problematic in South Africa. Quite a numbe... more The teaching and learning of science is reported to be problematic in South Africa. Quite a number of scholars have focused on the views given by in-service teachers. It is possible that the problems might be a result of the problems that pre-service teachers face during training. The aim of this qualitative study is to explore the problems that pre-service science teachers face during training in a South African university. These problems might be compromising their teaching when they qualify. The researcher used critical discourse analysis as the theoretical framework. The data were collected using semi-structured interviews and focus group interviews. The interview data were then analysed using content analysis. The significance of the study lies in its potential to address issues related to science teacher training. This in the long run has the potential to address the problems that science teachers face in South Africa. The results indicate that there is insufficient planning i...
The prevalence of social justice in teaching and learning is regarded as one of the most profound... more The prevalence of social justice in teaching and learning is regarded as one of the most profound ideals that education should address. In societies such as South Africa where historical events indicate racial segregation, social justice should be promoted in education to address these past issues. For teachers to be able to foreground social justice during their teaching, they should be introduced, exposed and experience social justice during their training. In one South African university, effort has been placed on how pre-service teachers may be trained in ways that afford them social justice. This qualitative study aims to explore black pre-service science teachers’ experiences of social justice in their training. These students are enrolled for a Bachelor of Education degree specialising in Physical Science Education. There are higher incidences of failure in their science core modules. Semi-structured interviews and focus group interviews were used to collect the data. The int...
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Papers by Dr. Kudakwashe Mamutse