The implications of the introduction of outcomes based education in the natural sciences curriculum at Cape College of Education ; The assessment of perceptions of squatter camp teachers in Khayelitsha towards the outcomes based education

by Booi, K.

Abstract (Summary)
1. This pilot study is a survey of practices of natural sciences educators at Cape College of Education to establish if they reflect the conceptual development, development of skills, change of attitudes and values that are the pillars of the Outcomes Based Education (OBE). Their approaches of lecturing have been assessed to determine if they incorporate investigative approaches based on social constructivism, the theory underpinning Curriculum 2005. The status of science education in the college has been analyzed to establish whether the curriculum can adapt itself to the specifications of the new curriculum. It has been concluded that the educators at Cape College of Education need to be empowered about strategies that will help them function along the principles embracing Curriculum 2005 specifications. The educators have shown not to be ready to practice social constructivism and the assessment strategies incorporated in their programmes do not embrace a variety of approaches that will enable their learners to develop conceptually, skill wise and enable them to develop change in attitudes and values. Investigative approaches to practical work appear to be lacking in the college teaching/learning and this also indicates that Curriculum 2005 will take time to be properly implemented at Cape College of Education. 2. This study is based on the practices of science educators in the squatter-camp school in Khayelitsha, a densely populated area for blacks near Cape Town. Teachers at Vuselela primary school were interviewed about their teaching assessment strategies to establish whether they incorporate a learner centred approach, which is the necessity for the Outcomes Based Education approach. Also some of the lessons they taught were observed in order to find out whether they validate what transpired from the interviews through a process of triangulation. It has become evident that the teachers are to some extent aware of the changes the education system is going through in South Africa. It also became clear from the study that the teachers are still lacking expertise as to how to practice along the lines of Curriculum 2005, the South African version of Outcomes Based Education (OBE). They also showed that they are keen to learn and practice OBE even though more opportunities need to be created for their epistemological empowerment as well as empowerment on the content of science.
Bibliographical Information:


School:Rhodes University

School Location:South Africa

Source Type:Master's Thesis



Date of Publication:01/01/2000

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