Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/6562
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dc.contributor.authorBooi, Kwaneleen_US
dc.date.accessioned2018-09-11T07:10:45Z-
dc.date.available2018-09-11T07:10:45Z-
dc.date.issued2016-
dc.identifier.citationProceedings of ICERI 2016 Conference 14th - 16th November, Seville, Spainen_US
dc.identifier.isbn9788461758951-
dc.identifier.urihttp://hdl.handle.net/11189/6562-
dc.descriptionConference Proceedingen_US
dc.description.abstractLiterature internationally and nationally has unveiled that the process of curriculum development is a process that should be seriously considered. At the core of the conceptualization process of a curriculum, there are often variables that do not come into manifestation during the development stage but seem to crop up during the implementation phase. This has been a case in the institution where this study was conducted. The aim of this study was to trace how the designed curriculum model had been conceptualized and how this penned out when the natural sciences curriculum was implemented. The dominant philosophies, theories and models for curriculum development for the principle of integration of knowledge were carefully evaluated based on the ‘ideal curriculum conceptualized’. The realities of the implementation of the curriculum faced by teacher educators during the first year at the sampled university where this case study was conducted showed a different picture from the principle of knowledge integration envisaged in the designed curriculum. The view of integration of knowledge for integrated learning by the teacher educators has been the fulcrum of the argument this study pursued. Results unveiled that the picture of what was painted about the conceptions and perspectives on the principle of knowledge production in the life sciences teacher education have not worked according to design principles envisaged in the curriculum designed. Further, the were challenges that were encountered in the middle of implementation phase emanating from pressure of relaxing criteria used for admitting students resulted in the admission of students who have either done Life Sciences or physical science in grade 12. This has resulted in the students who have done either of the two learning areas studied at grade 12 in schools. There were struggles and difficulties of coping mechanisms by these students as a result of this fact. The anxiety resulted in some students cancelling their registration and some who remained in the program seem to be battling and consequently creating anxiety on the teacher educators who teach this integrated discipline. Revision of admission criteria are recommended to get students that have done both subjects. In the meantime, intervention programmes have also been suggested to ameliorate the problem faced by such students.en_US
dc.language.isoenen_US
dc.publisherIATED Publicationsen_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/za/-
dc.subjectKnowledge integrationen_US
dc.subjectCurriculum developmenten_US
dc.subjectCurriculum implementationen_US
dc.subjectMultidisciplinary modelen_US
dc.subjectScience educationen_US
dc.titleImplementation challenges of natural sciences curriculum int he teacher education programme: a tandem between curriculum conceptualisation and implementationen_US
dc.type.patentOtheren_US
dc.relation.conferenceProceedings of ICERI 2016 Conference 14th - 16th November, Seville, Spainen_US
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