The story of a physiclal science curriculum: transformation or transmutation?

 

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dc.contributor.author Nakedi, Mpunki en_ZA
dc.contributor.author Taylor, Dale en_ZA
dc.contributor.author Mundalamo, Fhatuwani en_ZA
dc.contributor.author Rollnick, Marissa en_ZA
dc.contributor.author Mokeleche, Maebeebe en_ZA
dc.date.accessioned 2014-10-28T14:12:50Z
dc.date.available 2014-10-28T14:12:50Z
dc.date.issued 2012 en_ZA
dc.identifier.citation Nakedi, M., Taylor, D., Mundalamo, F., Rollnick, M., Mokeleche, M. 2012. The story of a physiclal science curriculum: transformation or transmutation?. African Journal of Research in Mathematics Science and Technology Education. en_ZA
dc.identifier.issn 1028-8457 en_ZA
dc.identifier.uri http://hdl.handle.net/11427/8886
dc.description This is an Accepted Manuscript of an article published by Taylor & Francis in African Journal of Research in Mathematics, Science and Technology Education on 20 Aug 2013, available online: http://www.tandfonline.com/10.1080/10288457.2012.10740745. en_ZA
dc.description.abstract Recently Curriculum and Assessment Policy Statements (CAPS) were introduced in South Africa in response to confusion precipitated by previous curriculum documents. The purpose of this paper is to explore that confusion in the subject 'Physical Sciences' and consider the nature of the transformation from the previous curriculum by looking at curriculum documents and examination papers. We present a two phase curriculum change model which suggests that congruency between curriculum documents and examinations is critical for effective curriculum change. We analyse the pre-CAPS curriculum, the National Curriculum Statement (NCS), on its own terms by using the stated outcomes as our reference point. Our analysis reveals that the weighting and conceptualization of the outcomes shifted through successive documents, which undermined congruency between the documents and meant that content-oriented science masqueraded as inquiry-oriented science. This led to a retreat from the original vision of weighting skills and relevance equally with content. The examinations took this retreat a step further. Evidence of the retreat is that the nature of the questions asked in the 2008 examinations on the NCS was similar to that of the 2007 examinations on the previous curriculum which had not changed since apartheid. However, in the NCS examinations there was a small shift towards contextualisation and inquiry oriented science. The retreat means the vision of transformation which was the rationale for the NCS curriculum was eroded – instead of transformation, there was transmutation back to the old apartheid curriculum. The Physical Sciences CAPS cements the retreat and creates new confusion by changing the syllabus again without signposting the change. en_ZA
dc.language.iso eng en_ZA
dc.publisher Taylor & Francis en_ZA
dc.source African Journal of Research in Mathematics Science and Technology Education en_ZA
dc.source.uri http://dx.doi.org/10.1080/10288457.2012.10740745 en_ZA
dc.title The story of a physiclal science curriculum: transformation or transmutation? en_ZA
dc.type Journal Article en_ZA
uct.type.publication Research en_ZA
uct.type.resource Postprint en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Centre for Higher Education Development en_ZA
dc.publisher.department ADP: Science en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Nakedi, M., Taylor, D., Mundalamo, F., Rollnick, M., & Mokeleche, M. (2012). The story of a physiclal science curriculum: transformation or transmutation?. <i>African Journal of Research in Mathematics Science and Technology Education</i>, http://hdl.handle.net/11427/8886 en_ZA
dc.identifier.chicagocitation Nakedi, Mpunki, Dale Taylor, Fhatuwani Mundalamo, Marissa Rollnick, and Maebeebe Mokeleche "The story of a physiclal science curriculum: transformation or transmutation?." <i>African Journal of Research in Mathematics Science and Technology Education</i> (2012) http://hdl.handle.net/11427/8886 en_ZA
dc.identifier.vancouvercitation Nakedi M, Taylor D, Mundalamo F, Rollnick M, Mokeleche M. The story of a physiclal science curriculum: transformation or transmutation?. African Journal of Research in Mathematics Science and Technology Education. 2012; http://hdl.handle.net/11427/8886. en_ZA
dc.identifier.ris TY - Journal Article AU - Nakedi, Mpunki AU - Taylor, Dale AU - Mundalamo, Fhatuwani AU - Rollnick, Marissa AU - Mokeleche, Maebeebe AB - Recently Curriculum and Assessment Policy Statements (CAPS) were introduced in South Africa in response to confusion precipitated by previous curriculum documents. The purpose of this paper is to explore that confusion in the subject 'Physical Sciences' and consider the nature of the transformation from the previous curriculum by looking at curriculum documents and examination papers. We present a two phase curriculum change model which suggests that congruency between curriculum documents and examinations is critical for effective curriculum change. We analyse the pre-CAPS curriculum, the National Curriculum Statement (NCS), on its own terms by using the stated outcomes as our reference point. Our analysis reveals that the weighting and conceptualization of the outcomes shifted through successive documents, which undermined congruency between the documents and meant that content-oriented science masqueraded as inquiry-oriented science. This led to a retreat from the original vision of weighting skills and relevance equally with content. The examinations took this retreat a step further. Evidence of the retreat is that the nature of the questions asked in the 2008 examinations on the NCS was similar to that of the 2007 examinations on the previous curriculum which had not changed since apartheid. However, in the NCS examinations there was a small shift towards contextualisation and inquiry oriented science. The retreat means the vision of transformation which was the rationale for the NCS curriculum was eroded – instead of transformation, there was transmutation back to the old apartheid curriculum. The Physical Sciences CAPS cements the retreat and creates new confusion by changing the syllabus again without signposting the change. DA - 2012 DB - OpenUCT DP - University of Cape Town J1 - African Journal of Research in Mathematics Science and Technology Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2012 SM - 1028-8457 T1 - The story of a physiclal science curriculum: transformation or transmutation? TI - The story of a physiclal science curriculum: transformation or transmutation? UR - http://hdl.handle.net/11427/8886 ER - en_ZA


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