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Die bydrae van natuur- en skeikunde-onderrig tot tegnologie-opvoeding in die junior sekondere skoolfase
Proefskrif (D. Ed.) -- Universiteit van Stellenbosch, 1996.
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| Other Authors: | |
| Format: | Thesis |
| Language: | Afrikaans |
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Stellenbosch : Stellenbosch University
2012
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| _version_ | 1867614140304982018 |
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| access_status_str | Open Access |
| author | De Villiers, Magdalena Johanna |
| author2 | Jordaan, A. S. |
| author_browse | De Villiers, Magdalena Johanna Jordaan, A. S. |
| author_facet | Jordaan, A. S. De Villiers, Magdalena Johanna |
| author_sort | De Villiers, Magdalena Johanna |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Proefskrif (D. Ed.) -- Universiteit van Stellenbosch, 1996. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/55054 |
| institution | Stellenbosch University (South Africa) |
| language | Afrikaans |
| last_indexed | 2026-06-10T12:47:18.472Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2012 |
| publishDateRange | 2012 |
| publishDateSort | 2012 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/55054 Die bydrae van natuur- en skeikunde-onderrig tot tegnologie-opvoeding in die junior sekondere skoolfase De Villiers, Magdalena Johanna Jordaan, A. S. Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Science -- Study and teaching (Secondary) -- South Africa Technology -- Study and teaching (Secondary) -- South Africa Dissertations -- Education Proefskrif (D. Ed.) -- Universiteit van Stellenbosch, 1996. Technological education comprises the teaching of: (a) the concept of technology and the implications thereof for the individual, for society as well as for natural resources. This aspect is described as technological awareness. (b) knowledge and skills required to participate in the technological process. This is usually acquired through practical experience. Both European and African countries regard technological education as a prerequisite for economic success. European countries emphasize technological education in order to maintain economic success with the aid of a greater measure of production orientation. African countries are still in need of economic success and tend to associate technological education with the socio-economic development that could be brought to their disadvantaged people. South African society and its school population have facets of both developed and developing countries. As such, the demands of both production orientation and socio-economic development exist. Notably two schools of thought deal with the way in which this training should be incorporated in the junior secondary school phase of the South African system of schooling: (a) The teaching of technology as a separate subject with inter-curricular links. This system is based on the Harrison-Black model for technological education which is applied particularly in England and Wales. Literature shows that the only real success which has been achieved with technological education, was based on this model. This school of thought has made moderate advances in South Africa. A concept syllabus will be tested in a number of schools per province over a period of three years, starting in 1996. (b) The teaching of technology as part of the syllabus for the natural sciences. This model reminds strongly of the diversified teaching systems found in many African countries. No real criteria for the implementation of this system have as yet been set. This study is not a protagonist for either of the above two models. It merely examines the possible contribution of the teaching of physical science to technological education in the junior secondary school phase. As such this study assumes that although technology is not the equivalent of applied natural science, the natural sciences form part of a series of subjects which contribute inter-curricularly to technology training and is, therefore, inextricably bound to the natural sciences. An educational experiment was performed on a representative sample of Stellenbosch schools to examine the possible contribution of the teaching of physical science to technological training at the std 7 level. A teaching module dealing with polymer chemistry enriched with technology, was developed and taught. Before and after tests were conducted, which formed the basis for the findings. The most important findings were: The teaching of the module did not influence the students' interest in physical science as a subject. The teaching of the module did, however, successfully impart knowledge of the concept of technology, as well as the nature of the technological process. Although this knowledge was taught in a practical way by means of a prescribed task, all the design and manufacture requirements of the subject were not met. The teaching of the module made the students aware of the function of technology in everyday life. The teaching of the module could indeed awaken sustainable technological awareness. The extent to which those aspects of physical science which were taught in conjunction with technology, were conveyed, was not successfully measured by the measuring instrument. Any technology training attempted in the junior secondary school, should take cognition of the academic as well as the socio-economic background of the students. It was found that the teaching of physical science can indeed contribute to technological training in the junior secondary school phase. The essence of this contribution is, however, mainly an awareness of the concept of technology, as well as a limited knowledge of the nature of the technological process. It was difficult to deal with the aspects of design and manufacture, as it falls beyond the sphere of physical science as a subject. Doctoral 2012-08-27T11:36:52Z 2012-08-27T11:36:52Z 1996 Thesis http://hdl.handle.net/10019.1/55054 af Stellenbosch University 621 pages application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Science -- Study and teaching (Secondary) -- South Africa Technology -- Study and teaching (Secondary) -- South Africa Dissertations -- Education De Villiers, Magdalena Johanna Die bydrae van natuur- en skeikunde-onderrig tot tegnologie-opvoeding in die junior sekondere skoolfase |
| title | Die bydrae van natuur- en skeikunde-onderrig tot tegnologie-opvoeding in die junior sekondere skoolfase |
| title_full | Die bydrae van natuur- en skeikunde-onderrig tot tegnologie-opvoeding in die junior sekondere skoolfase |
| title_fullStr | Die bydrae van natuur- en skeikunde-onderrig tot tegnologie-opvoeding in die junior sekondere skoolfase |
| title_full_unstemmed | Die bydrae van natuur- en skeikunde-onderrig tot tegnologie-opvoeding in die junior sekondere skoolfase |
| title_short | Die bydrae van natuur- en skeikunde-onderrig tot tegnologie-opvoeding in die junior sekondere skoolfase |
| title_sort | die bydrae van natuur en skeikunde onderrig tot tegnologie opvoeding in die junior sekondere skoolfase |
| topic | Science -- Study and teaching (Secondary) -- South Africa Technology -- Study and teaching (Secondary) -- South Africa Dissertations -- Education |
| url | http://hdl.handle.net/10019.1/55054 |
| work_keys_str_mv | AT devilliersmagdalenajohanna diebydraevannatuurenskeikundeonderrigtottegnologieopvoedingindiejuniorsekondereskoolfase |