A Science-Technology-Society Approach to Teacher Education for the Foundation Phase: Students' Empiricist Views

Autor/inn/en	Kok, Lyn; van Schoor, Rika
Titel	A Science-Technology-Society Approach to Teacher Education for the Foundation Phase: Students' Empiricist Views
Quelle	In: South African Journal of Childhood Education, 4 (2014) 1, S.95-110 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Science and Society; College Faculty; Science Instruction; National Curriculum; Interpersonal Relationship; Elementary School Teachers; Numeracy; Technology Education; Scientific Concepts; Teaching Methods; Problem Solving; Childrens Literature; Scientific Principles; Foreign Countries; Science Teachers; Scoring Rubrics; Check Lists; Teacher Education Programs; Student Attitudes; South Africa + Suchen Sie Ihr Suchwort? Fakultät; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Rechenkompetenz; Technisch-naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; 'Children''s literature'; Kinderliteratur; Ausland; Science; Science teacher; Wissenschaft; Scoring formulas; Auswertungsbogen; Checkliste; Schülerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Teacher education for South African foundation phase education requires student teachers to be prepared for teaching science concepts in an integrated programme in a learning area known as life skills. This study examined the challenges faced by university teachers of foundation phase student teachers in the development of science modules/ courses. The national curriculum for this subject aims to strengthen learner awareness of social relationships, technological processes and elementary science (DBE 2011a). We developed an integrated numeracy, science and technology module for foundation phase student teachers, based on the science-technology-society (STS) approach to teaching science concepts. Students' understanding of science concepts was assessed, using a project method in which they solved a problem derived from children's literature. Then students' views of this integrated approach to teaching science concepts were gathered. The negative views of the foundation phase student teachers towards the integrated STS approach was thought to indicate an empiricist view of the nature of science that could impede their future teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01