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n Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie - Kritieke voedsel- en voedingsverwante kwessies in SA openbare skoolkurrikulums : oorspronklike navorsing : wiskundeonderrig

Volume 32, Issue 1
  • ISSN : 0254-3486
  • E-ISSN: 2222-4173
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Abstract

In 2000 het die Verenigde Nasies agt millennium-ontwikkelingsdoelwitte aanvaar. Vyf van hierdie doelwitte is gerig op kwessies rakende armoede en hongersnood, 'n afname in kindersterftes, die verbetering van moeders se gesondheid, die bestryding van MIV, VIGS, malaria en ander siektes, en die versekering van omgewingsvolhoubaarheid. Verwantskappe tussen voeding, voedsel, honger en armoede word in hierdie artikel bespreek. In die tweede gedeelte word bespiegel oor hoe enkele filosofiese en paradigmatiese uitgangspunte kurrikulumontwerp en kurrikulumontwikkeling moontlik kan beïnvloed. Enkele beleidsveranderinge ten opsigte van kennisverwerwing, kennisontwikkeling, die bereiking van bepaalde onderwysdoelstellings en hoe leerders bewus gemaak word van kritieke samelewingstendense, soos in die inleidende gedeelte van die artikel uiteengesit, word ondersoek. Vervolgens word die leser se aandag gevestig op die heropbou van samelewings deur beplande kurrikulering en die versterking van leerders se morele identiteit. Die insluiting van kritieke voedsel- en voedingsverwante kwessies in die natuurwetenskappe- en tegnologiekurrikulums vir die drie Suid-Afrikaanse skoolfases, te wete die Intermediêre Fase (grade 4-6), die Senior Fase (grade 7-9) en die Fase vir Verdere Onderwys en Opleiding (grade 10-12), word daarna uiteengesit. Daar word ook verwys na aspekte soos energie en energie-oordrag, voedselkettings, energie en beweging, fotosintese, voedingstowwe en voedsel, ekostelsels, voedselwebbe, voedselverwerking, watersuiwering, balans in die ekosisteem, bewaring van die ekosisteem, beplanning van 'n gesonde dieet, energietransformasie om lewe te bevorder, dierevoeding, bevolkingsekologie en die menslike impak op die omgewing, asook huidige krisisse.


The United Nations adopted eight Millennium Development Goals in 2000. Five of these target issues are in respect of poverty and hunger, reduction in child mortality, improving maternal health, the fighting of HIV, AIDS, malaria and other diseases, and the assurance of environmental sustainability. Relationships between nutrition, food, hunger and poverty are discussed. In the second part of the article we speculate on how some philosophical and paradigmatic approaches may influence curriculum design and curriculum development. Some policy changes regarding knowledge acquisition, knowledge development, the achievement of specific educational objectives and learners' awareness of critical social trends, as set out in the introductory part of the article, are explored. The reader's attention is then drawn to the reconstruction of societies through planned curriculating and the strengthening of learners' moral identities. The representation of critical food and nutrition-related issues are explained regarding the Science and Technology curriculum in the three South African schooling phases, namely the Intermediate Phase (Grades 4-6), the Senior Phase (Grades 7-9) and the Further Education and Training Phase (Grades 10-12). Reference is made to aspects such as energy and transfer of energy, food chains, energy and movement, photosynthesis, nutrients and food, ecosystems, food webs, food processing, water purification and balance in the ecosystem, conservation of the ecosystem, healthy diet planning, energy transformation to support life, animal nutrition, population ecology and the human impact on the environment, as well as current crises.

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/content/aknat/32/1/EJC147052
2013-01-01
2019-10-20

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