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How and what are children learning in primary school science?: a study with special reference to three primary science classes
[page 59, 60 missing] This research project arose out of my concern that primary school learners do not score well on standardised science tests even when they are taught in apparently functional, primary science classrooms. This led me to wonder whether they are learning any generalisable science c...
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| Format: | Thesis |
| Language: | English |
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School of Education
2024
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| _version_ | 1867613234663522304 |
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| access_status_str | Open Access |
| author | Thomas, Rosemary |
| author2 | Davis, Zain |
| author_browse | Davis, Zain Thomas, Rosemary |
| author_facet | Davis, Zain Thomas, Rosemary |
| author_sort | Thomas, Rosemary |
| collection | Thesis |
| description | [page 59, 60 missing] This research project arose out of my concern that primary school learners do not score well on standardised science tests even when they are taught in apparently functional, primary science classrooms. This led me to wonder whether they are learning any generalisable science concepts that they can apply in standardised tests. I decided to investigate how science is taught and what science knowledge is developed in three primary science classrooms in different areas of the Cape Flats. As a broad framework, I used the social theory of Basil Bernstein and his concepts of classification- and framing to explicate the how and the what of science teaching and learning. I observed the classroom activity of teachers and learners. Classroom activity can be viewed as how things are done as well as what is privileged and what is allowed to go on in classrooms. Classroom activity gives rise to inscriptions. In this study inscriptions were taken to mean the observable writings actions and sayings that materialise during or as a result of classroom discourse. I used these verbal, actional and written inscriptions as evidence of teaching and learning. I developed an external language of description as a tool to analyse the empirical evidence in terms of Bernstein's theory. This external language of description was realised as a set of indicators relating to a four-point scale indicating the strength of classification and framing. The resultant analysis provided a description of the practice that included a measure of the strength of the how and the what. The findings show, in terms of the how, that these classrooms are well organised and that much of the activity in the classroom makes use of and develops the process skills of science. However, in terms of the what, the findings also show that these classrooms are not strong on developing understanding of generalisable science concepts. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/40140 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:32:54.720Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/40140 How and what are children learning in primary school science?: a study with special reference to three primary science classes Thomas, Rosemary Davis, Zain Education [page 59, 60 missing] This research project arose out of my concern that primary school learners do not score well on standardised science tests even when they are taught in apparently functional, primary science classrooms. This led me to wonder whether they are learning any generalisable science concepts that they can apply in standardised tests. I decided to investigate how science is taught and what science knowledge is developed in three primary science classrooms in different areas of the Cape Flats. As a broad framework, I used the social theory of Basil Bernstein and his concepts of classification- and framing to explicate the how and the what of science teaching and learning. I observed the classroom activity of teachers and learners. Classroom activity can be viewed as how things are done as well as what is privileged and what is allowed to go on in classrooms. Classroom activity gives rise to inscriptions. In this study inscriptions were taken to mean the observable writings actions and sayings that materialise during or as a result of classroom discourse. I used these verbal, actional and written inscriptions as evidence of teaching and learning. I developed an external language of description as a tool to analyse the empirical evidence in terms of Bernstein's theory. This external language of description was realised as a set of indicators relating to a four-point scale indicating the strength of classification and framing. The resultant analysis provided a description of the practice that included a measure of the strength of the how and the what. The findings show, in terms of the how, that these classrooms are well organised and that much of the activity in the classroom makes use of and develops the process skills of science. However, in terms of the what, the findings also show that these classrooms are not strong on developing understanding of generalisable science concepts. 2024-07-02T09:52:20Z 2024-07-02T09:52:20Z 2004 2024-06-25T13:47:22Z Thesis / Dissertation Masters MPhil http://hdl.handle.net/11427/40140 eng application/pdf School of Education Faculty of Humanities |
| spellingShingle | Education Thomas, Rosemary How and what are children learning in primary school science?: a study with special reference to three primary science classes |
| thesis_degree_str | Master's |
| title | How and what are children learning in primary school science?: a study with special reference to three primary science classes |
| title_full | How and what are children learning in primary school science?: a study with special reference to three primary science classes |
| title_fullStr | How and what are children learning in primary school science?: a study with special reference to three primary science classes |
| title_full_unstemmed | How and what are children learning in primary school science?: a study with special reference to three primary science classes |
| title_short | How and what are children learning in primary school science?: a study with special reference to three primary science classes |
| title_sort | how and what are children learning in primary school science a study with special reference to three primary science classes |
| topic | Education |
| url | http://hdl.handle.net/11427/40140 |
| work_keys_str_mv | AT thomasrosemary howandwhatarechildrenlearninginprimaryschoolscienceastudywithspecialreferencetothreeprimaryscienceclasses |