The positive contributions made by the Department of Education towards the development and empowerment of science educators are undeniable. Several intervention programs are conducted through out the year. However, very little improvement has been reported especially amongst previously disadvantaged learners. Unfortunately, such information does not enable one to make access to the reality of science teaching in South African schools. This paper aims at pursuing an alternative way to approach the reality of science teaching in schools. An oral interview was conducted with five science educators at Mokatsu secondary school, a public school in Mpumalanga Province. This survey reveals that, apart from lack of fundamental skills, educators perform hands-on activities (science experiments and projects) for moderation purposes only. There is, therefore, a dire need for proper monitoring and evaluation at the school level.
内容記述
国立情報学研究所『研究紀要公開支援事業』により電子化。
雑誌名
鳴門教育大学学校教育実践センター紀要
巻
19
ページ
133 - 139
発行年
2005-02-08
出版者
鳴門教育大学学校教育実践センター
出版者(別表記)
Research Center for School Education, Naruto University of Education
南アフリカ・ムプマランガ州のモカツ高等学校における理科教師の実践活動の事例研究
KJ00004020311.pdf
(583.98KB)
