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The experiences of Grade 5 learners of an enriched Natural Sciences curriculum
Dissertation (MEd)--University of Pretoria, 2017.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2017
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| _version_ | 1867613704225292288 |
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| access_status_str | Open Access |
| author2 | Ferreira, Ronel |
| author_browse | Ferreira, Ronel |
| author_facet | Ferreira, Ronel |
| collection | Thesis |
| dc_rights_str_mv | © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2017. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/62914 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:40:22.637Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2017 |
| publishDateRange | 2017 |
| publishDateSort | 2017 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/62914 The experiences of Grade 5 learners of an enriched Natural Sciences curriculum Ferreira, Ronel mariaandevos@gmail.com Fraser, William John Botha, Karien De Vos, Mariana Enriched curricula Resource-constrained community Participatory Reflection and Action (PRA) Bio-Ecological model UCTD Education theses SDG-03 Education theses SDG-04 Education theses SDG-12 Dissertation (MEd)--University of Pretoria, 2017. The purpose of this study was to explore and describe the experiences of Grade 5 learners after being taught Natural Sciences by means of an enriched curriculum in the Win-LIFE (Wellness in Lifestyle, Intake, Fitness and Environment intervention) project. My focus thus fell on learners’ voices and perceptions, and more specifically with regard to the knowledge and skills that they gained in the Natural Sciences subject, as a result of a health-promotion intervention. For this purpose, I relied on Bronfenbrenner’s Bio-Ecological model (2005) as theoretical framework, and explored the learners’ experiences in a specific sub-system, being the Natural Sciences classroom and curriculum. I furthermore aimed to gain insight into how this can potentially be applied to other systems such as their home environments and personal lives. I used the interpretivist paradigm as meta-theory and followed a qualitative approach. I selected a case study design, applying Participatory Reflection and Action (PRA) principles, thereby aligning my study’s design to the broader research project for data generation and documentation I relied on multiple data generation sources, such as PRA-based workshops/discussions, observation, field notes, visual data documentation techniques and reflective journals to generate and document data. Following inductive thematic analysis three main themes and related subthemes emerged. Firstly, the experiential learning approach that was followed when implementing the intervention had positive outcomes in terms of learners’ attitudes toward learning, their commitment and self-confidence to make contributions in class, and their experiences of the learning process. Secondly, learners gained the necessary knowledge and skills of the Grade 5 Natural Sciences curriculum, and valued the practical experiences they acquired. In addition to their newly gained knowledge and skills being retained after a year, they finally also transferred the content to their parents, caregivers and family members, and reportedly applied what they had learned at home in their personal lives. Based on the findings of the study I can conclude that the learners experienced the enriched Natural Sciences curriculum in a positive manner and that their experiences resulted in positive outcomes and benefits for themselves and also those in their immediate environment. es2026 Educational Psychology MEd Unrestricted SDG-03: Good health and well-being SDG-04: Quality education SDG-12: Responsible consumption and production 2017-10-24T09:14:13Z 2017-10-24T09:14:13Z 2017-09-07 2017 Dissertation De Vos, M 2017, The experiences of Grade 5 learners of an enriched Natural Sciences curriculum, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/62914> S2017 http://hdl.handle.net/2263/62914 en © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Enriched curricula Resource-constrained community Participatory Reflection and Action (PRA) Bio-Ecological model UCTD Education theses SDG-03 Education theses SDG-04 Education theses SDG-12 The experiences of Grade 5 learners of an enriched Natural Sciences curriculum |
| title | The experiences of Grade 5 learners of an enriched Natural Sciences curriculum |
| title_full | The experiences of Grade 5 learners of an enriched Natural Sciences curriculum |
| title_fullStr | The experiences of Grade 5 learners of an enriched Natural Sciences curriculum |
| title_full_unstemmed | The experiences of Grade 5 learners of an enriched Natural Sciences curriculum |
| title_short | The experiences of Grade 5 learners of an enriched Natural Sciences curriculum |
| title_sort | experiences of grade 5 learners of an enriched natural sciences curriculum |
| topic | Enriched curricula Resource-constrained community Participatory Reflection and Action (PRA) Bio-Ecological model UCTD Education theses SDG-03 Education theses SDG-04 Education theses SDG-12 |
| url | http://hdl.handle.net/2263/62914 |