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dc.contributor.advisorDu Toit, E. R.
dc.contributor.authorVan Breda, Jacobus
dc.date.accessioned2015-11-20T09:05:11Z
dc.date.available2015-11-20T09:05:11Z
dc.date.copyright2011-05-31
dc.date.issued2012-11-11
dc.date.submitted2011-05-31
dc.identifier.urihttp://hdl.handle.net/11660/1681
dc.description.abstractEnglish: Since the South African government decided in 1997 to replace traditional education with outcomes-based education, curriculum transformation has as yet for various reasons not realised in the Physical Sciences classroom, thus resulting in poor marks in Physical Sciences. This study was prompted by the above realities and the fact that education reform in South Africa cannot occur in isolation from globalisation and the demands of 21st-century teaching-and-learning. The overarching aim of the study thus was to propose guidelines for an ICT-integrated approach to teaching and for a learning environment that can lead to the successful implementation of the Physical Sciences curriculum in the classroom. In order to achieve this aim, the research had, on the one hand, to focus on those aspects against which successful curriculum implementation can be measured and, on the other, be directed at the contribution which the use of digital technology could make in curriculum implementation. The above led to a comprehensive literature study during which Physical Sciences curriculum documents and other teaching-and-learning literature were investigated within the context of UGO, constructivism as well as effective principles of learning. Ultimately eleven so-called “implementation principles” were identified (see 2.7.1). Thereafter it was established how different ICT usages can be practically and feasibly used in order to contribute to the realisation of the implementation principles in the Physical Sciences classroom. Due to the fact that today’s learners belong to the Y generation, with their unique needs, as well as the fact that over 80% of all South African learners are taught Science in a language that is not their home language (see 1.2.2.2), much attention was paid to these aspects in this study. A quantitative research design was used and data were collected by means of a questionnaire, as measuring instrument. Although multi-choice and binary-type questions were also used, the questionnaire mainly consisted of five-point Likert-type questions (see 4.10). The questions in the various sections of the questionnaire dealt with “daily ICT applications”, learners’ home environment, language of teaching-andlearning, the availability and use of ICT in the school environment, learners’ experience of the ICT Laboratory (see 1.2.3) as learning environment as well as their experience of ICT applications in the Laboratory. The test sample consisted of 110 Physical Sciences learners who visited the ICT Laboratory regularly. The Statistical Processing unit of the ICT services at the University of the Free State processed the questionnaires by means of the SPSS computer package. The information gleaned from the literature study as well as the empirical research enabled the researcher, from a didactical perspective, to propose guidelines for an e- Education-based approach to the implementation of the National Curriculum Statement for Physical Sciences (see 6.4). The study emphasises the essential role of the teacher in identifying suitable ICT applications that can be used to the benefit of teaching-and-learning within a 21stcentury learning environment and in service of the implementation of a Physical Sciences curriculum.en_ZA
dc.description.abstractAfrikaans: Sedert daar in 1997 in Suid-Afrika besluit is om die tradisionele- met uitkomsgebaseerde onderwys te vervang, het kurrikulumtransformasie, om ʼn verskeidenheid van redes, nog nie werklik in die Fisiese Wetenskappe-klaskamer neerslag gevind nie, met die gevolg dat swak Fisiese Wetenskappe-uitslae steeds aan die orde van die dag is. Hierdie realiteite, tesame met die feit dat onderwyshervorming in Suid-Afrika nie in isolasie van globalisering en die eise wat die 21ste-eeu aan onderrig-en-leer stel, kan plaasvind nie, het tot hierdie studie aanleiding gegee. Die oorkoepelende doel van die studie was gevolglik om riglyne vir ʼn IKT-geïntegreerde onderrigbenadering en leeromgewing, wat tot die suksesvolle implementering van die Fisiese Wetenskappe-kurrikulum in die klaskamersituasie kan lei, voor te stel. Om hierdie doel te bereik, was dit nodig dat die navorsing enersyds op daardie aspekte waaraan suksesvolle kurrikulumimplementering gemeet kan word, gefokus het en andersyds op die bydrae wat die gebruik van digitale tegnologie in kurrikulumimplementering kon maak, gerig was. Voortspruitend uit die voorafgaande is ʼn omvattende literatuurstudie onderneem waartydens Fisiese Wetenskappe-kurrikulumdokumente en ander onderrig-en-leer- literatuur, binne die konteks van UGO, konstruktivisme asook effektiewe leerbeginsels ondersoek is. Uiteindelik is elf sogenaamde “implementeringsbeginsels” geïdentifiseer (sien 2.7.1). Hierna is daar voortgegaan om vas te stel hoe verskillende IKT- aanwendings op ʼn prakties uitvoerbare wyse aangewend kan word om daartoe by te dra dat die implementeringsbeginsels neerslag binne die Fisiese Wetenskappe-klaskamer kan vind. Vanweë die feit dat hedendaagse leerders tot die generasie Y, wat eiesoortige behoeftes het, behoort, asook die feit dat meer as 80% van alle Suid-Afrikaanse leerders wetenskaponderrig in ʼn taal wat nie hulle huistaal is nie ontvang (sien 1.2.2.2), is daar heelwat aandag aan hierdie aspekte in die studie gegee. In hierdie studie is daar van ʼn kwantitatiewe navorsingsontwerp gebruik gemaak en data is deur middel van ʼn vraelys, as meetinstrument, ingesamel. Alhoewel daar ook van veelkeuse- en tweedelige-tipe vrae gebruik gemaak is, het die vraelys oorwegend uit vyf-punt Likert-tipe vrae bestaan (sien 4.10). Die verskillende afdelings in die vraelys het vrae gehad wat gehandel het oor “alledaagse IKT-toepassings”, leerders se huislike omgewing, die taal van onderrig-en-leer, die beskikbaarheid en gebruik van IKT in die skoolomgewing, leerders se belewenis van die IKT Laboratorium (sien 1.2.3) as leeromgewing asook hul belewenis van die IKT-toepassings in die Laboratorium. Die steekproef het uit 110 Fisiese Wetenskappe leerders, wat die IKT Laboratorium op ʼn gereelde basis besoek het, bestaan. Die verwerking van die vraelyste is deur die Statistiese Verwerkingsafdeling van die IKT-dienste aan die Universiteit van die Vrystaat, deur middel van die SPSS-rekenaarpakket, behartig. Die inligting wat uit die literatuurstudie verkry is, sowel as die empiriese navorsing het die navorser in staat gestel om vanuit ʼn didaktiese perspektief riglyne vir ʼn e- Onderwysgebaseerde benadering tot die implementering van die Nasionale Kurrikulumverklaring vir Fisiese Wetenskappe, te maak (sien 6.4). Die studie beklemtoon die noodsaaklike rol wat die onderwyser speel in die identifisering van geskikte IKT-toepassings wat tot voordeel van onderrig-en-leer, binne ʼn 21ste- eeuse leeromgewing, en in diens van Fisiese Wetenskappe-kurrikulumimplementering aangewend kan word.af
dc.language.isoafen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectThesis (Ph. D. (School of Mathematics Natural Sciences and Technology Education))--University of the Free State, 2011en_ZA
dc.subjectPhysical sciences -- Study and teaching -- South Africaen_ZA
dc.subjectPhysical sciences -- Curricula -- South Africaen_ZA
dc.subjectPhysical sciences -- South Africa -- Computer-assisted instructionen_ZA
dc.title'n E-onderwysgebaseerde benadering tot die implementering van die Nasionale Kurrikulumverklaring vir fisiese wetenskappe: 'n didaktiese perspektiefen_ZA
dc.typeThesisen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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