Abstract
This research report is based on the Qualitative Research Study conducted at the Masakhane and Madadeni Circuits in Northern KwaZulu Natal. The purpose of this production is to have a frame of reference for currently practising educators in the main stream and the orientation of the newcomers in the field of primary School Science Education.
The report will assist educators to develop their skills, confidence and enthusiasm towards promoting learner-centred and activity-based teaching and learning. I believe that learners learn best when their minds are actively manipulating ideas and their hands are actively manipulating material. I also value the participation of educators to, in a collaborative way, effectively utilise the ideas reflected in this research report.
South Africa desperately needs to achieve equitable development, in an ever more competitive world economy. Learners therefore, must be prepared to enter a job market where an increasing number of jobs require scientific understanding. Science education must also ensure scientific literacy, so that every learner is prepared to participate in a democracy where an increasing number of issues have a scientific dimension.
Because of poor basic Science Education, most Black learners are already effectively eliminated from a pathway leading to careers in Science and Technology, before they have even reach Secondary School. The legacy of unequal access to quality education cannot be wished away over night. For this reason, this research maintains its focus on historically Black schools. Poor teaching strategies can be traced back to the escalating crisis in Black Education in the 1960s and 1970s. In the absence of a legitimate and caring Government, it was left to interested people in civil society to address the problem. It is for this reason that I became interested in investing in the development of Black primary School Science educators in particular. I presume that the exposure to my findings will propose a broader view of educator development, taking into account the wider range of skills that educators need to implement, and to improve teaching methods in the classroom which include among others:
• Subject knowledge
• Practical competence with experiments
• Classroom management skills
• Apparatus management skills
• Pedagogical skills
• Language skills
However, because of our unparalleled and hard won experience in the field, I believe my research will be of interest to all primary School Science educators to enhance their knowledge in the field of primary School Science Education.
Apart from the findings that will be discussed in one of the chapters, this report recognises the necessity of:
• An activity-based approach to Science teaching and learning underpinned by critical reflection.
• The empowerment of educators for self-development and professional growth within a collaborative learning environment.
• The institutionalisation of sustainable teaching, learning and management processes driven by self-reliant educators.
• Acknowledging the rights of participation of relevant stakeholders in decision-making and corresponding accountability.
• The development of a socially responsible, scientific and technological culture that enhances life-skills, vocational opportunities and public commitment to economic development in a healthy environment.
Vaughn’s (1976:24) opinion is still relevant when he says: “All individuals have a role in developing and sharing accountability for the effective implementation of the educational goals developed. The result will enhance the process and lead to the ultimate goal of quality education for all children.”
Dr. M.C van Loggerenberg