Journal ArticleDOI
How social and critical constructivism can inform science curriculum design: a study from South Africa
Reads0
Chats0
TLDR
In this paper, the authors report on research conducted to probe learners' responses to a science curriculum informed by social and critical constructivist principles, and discuss the possible implications of such curricula for science education.Abstract:
Background: The introduction of a new National Curriculum in post-apartheid South Africa heralded a different approach in education. This curriculum not only advocated the development of knowledge and skills, but also emphasised education for democracy and citizenship. It seeks to balance central control (and a single curriculum) with local design, by requiring educators to design curricula according to central guidelines and set outcomes. A science curriculum informed by principles of social, as well as critical constructivism, is more likely to meet the criteria as set out by policy makers. Purpose: The article reports on research conducted to probe learners' responses to a science curriculum informed by social and critical constructivist principles, and discusses the possible implications of such curricula for science education. Sample: A grade 6 class of 45 isiXhosa-speaking learners from a former black township in the Western Cape of South Africa were purposely selected for the case study. Participan...read more
Citations
More filters
Book ChapterDOI
The archaeology of knowledge
TL;DR: We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now as mentioned in this paper, and book is the window to open the new world.
Journal ArticleDOI
Elusive Equity: Education Reform in Post-Apartheid South Africa (review)
TL;DR: Fiske and Ladd as discussed by the authors discuss the challenges of education reform in post-Apartheid South Africa, and present a survey of educational reform efforts in terms of progress toward equity goals, looking at issues of governance, finance, public and private resource allocations, and curriculum.
Competence-based Curriculum (CBC) in Tanzania : Tutors' Understanding and their Instructional Practices
TL;DR: In this article, the authors investigate tutors' understanding of a competence-based curriculum (CBC) and how they train the student-teachers to implement CBC in actual classroom situations in O-level secondary schools in Tanzania.
Dissertation
The impact of the curriculum change in the teaching and learning of science : a case study in under-resourced schools in Vhembe District
TL;DR: In this paper, acknowledgements and acknowledgements are given for the work presented in this paper: https://github.com/mcclouda/blog/blog.
References
More filters
Book
Thought and language
TL;DR: Kozulin has created a new edition of the original MIT Press translation by Eugenia Hanfmann and Gertrude Vakar that restores the work's complete text and adds materials that will help readers better understand Vygotsky's meaning and intentions as discussed by the authors.
Journal ArticleDOI
Thought and language
TL;DR: From aphasics' self records, common experience, changes in signification of sentences according to a verbal or non-verbal context, animals and non speaking children performances, it seems possible to get some evidence that thought is distinct from language even though there is a permanent interaction between both in normal adult human beings.
Book ChapterDOI
The archaeology of knowledge
TL;DR: We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now as mentioned in this paper, and book is the window to open the new world.
Book
Archaeology of Knowledge
TL;DR: In this paper, the authors define the Statement and the Archive and define the Enunciative Function 3. The Description of Staements 4. Contradictions 5. Change and Transformations 6. The Formation of Concepts 7. Conclusion Conclusion Index
Book
Teachers as Intellectuals: Toward a Critical Pedagogy of Learning
TL;DR: McL McLaren as discussed by the authors proposed a new socology of curriculum for social education in the classroom, focusing on the dynamics of the Hidden Curriculum overcoming behavioral and humanistic objectives.