1887

n Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie - Relevante onderrig van fisiese wetenskappe : benutting van kulturele en inheemse kennisbronne in semilandelike skoolkontekste : oorspronklike navorsing

Volume 34, Issue 1
  • ISSN : 0254-3486
  • E-ISSN: 2222-4173
USD

 

Abstract

'n Studie is geloods om insig te verkry in die onderrigbenaderings en -praktyke van onderwysers in die fisiese wetenskappe wat kulturele en inheemse kennisbronne op een of ander wyse benut wanneer hulle die vak in semilandelike skole onderrig. Die skole is geleë in omgewings met 'n lae sosio-ekonomiese indeks, en geen laboratoriums en toerusting is beskikbaar vir die onderrig van fisiese wetenskappe nie. Die teoretiese raamwerk steun op konstrukte soos beskryf in kulturele oorgrense-migrasie en kultuurrelevante pedagogiek. Vier gevalle is geïdentifiseer en die narratiewe data geanaliseer deur gebruik te maak van die Banks se Topologie wat vier vlakke van inheemse kennisintegrasie klassifiseer. Die gekategoriseerde gevalle het die implikasie dat hulle gekritiseer kan word tydens professionele ontwikkeling en voordiensopvoeding ter voorbereiding van die onderrig van fisiese wetenskap aan multikulturele leerders.


The study was conducted to gain insight into the pegagogical approaches and practices of physical science teachers who used cultural and indigenous knowledge in some way in semirural schools. All the schools were situated in environments with a low socioeconomic index and none of the schools had a science laboratory or equipment available for teaching physical science. The theoretical frame emanates from constructs as described in cultural border-crossing and culturally relevant pedagogy. Four cases were identified and the narrative data analysed, using the Banks Topology which describes four levels of indigenous knowledge integration. The implication of the four categorised cases is that they may be critically unpacked during the professional development and preservice preparation of teachers who have to teach physical science to multicultural learners.

Loading full text...

Full text loading...

Loading

Article metrics loading...

/content/aknat/34/1/EJC177925
2015-01-01
2019-10-16

This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error