The curriculum ideology of the South African secondary school Biology

The curriculum ideology of the South African secondary school Biology

South Africa has had a number of curriculum reforms since 1994 which have been based on both political and education grounds. However, there is a dearth of knowledge about the nature of the envisioned graduates, especially with respect to social challenges. This can be addressed by exploring the curriculum ideology which outlines the vision of subjects within an education system by clarifying the aims of the subject, the content knowledge taught, the instructional process, the roles ofteachers and students, as well as the assessment processes. There are at leastfour curriculum ideologies, namely, the scholar academic ideology, efficiency ideology, student-centred ideology and social reconstruction ideology. The aim of the current study was to investigate the curriculum ideology of the Grade 11 Biology curriculum by analysing the Curriculum and Assessment Policy Statement. Results show that Biology adopts a multi-curriculum ideology approach with greater emphasis on scholar academic and student-centred ideologies. Characteristics of the social reconstruction ideology were the least observed. This implies that Biology is designed to advance the discipline but will probably not lead to social and student empowerment with regard to current social challenges.

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Main Author: Mnguni,Lindelani
Format: Digital revista
Language:English
Published: Education Association of South Africa (EASA) 2013
Online Access:http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002013000200012
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spelling oai:scielo:S0256-010020130002000122013-06-03The curriculum ideology of the South African secondary school BiologyMnguni,Lindelani Biology CAPS efficiency ideology Grade 11 scholar academic ideology social reconstruction ideology South Africa student-centred ideology South Africa has had a number of curriculum reforms since 1994 which have been based on both political and education grounds. However, there is a dearth of knowledge about the nature of the envisioned graduates, especially with respect to social challenges. This can be addressed by exploring the curriculum ideology which outlines the vision of subjects within an education system by clarifying the aims of the subject, the content knowledge taught, the instructional process, the roles ofteachers and students, as well as the assessment processes. There are at leastfour curriculum ideologies, namely, the scholar academic ideology, efficiency ideology, student-centred ideology and social reconstruction ideology. The aim of the current study was to investigate the curriculum ideology of the Grade 11 Biology curriculum by analysing the Curriculum and Assessment Policy Statement. Results show that Biology adopts a multi-curriculum ideology approach with greater emphasis on scholar academic and student-centred ideologies. Characteristics of the social reconstruction ideology were the least observed. This implies that Biology is designed to advance the discipline but will probably not lead to social and student empowerment with regard to current social challenges.Education Association of South Africa (EASA)South African Journal of Education v.33 n.2 20132013-01-01journal articletext/htmlhttp://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002013000200012en
institution SCIELO
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country Sudáfrica
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region África del Sur
libraryname SciELO
language English
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author Mnguni,Lindelani
spellingShingle Mnguni,Lindelani
The curriculum ideology of the South African secondary school Biology
author_facet Mnguni,Lindelani
author_sort Mnguni,Lindelani
title The curriculum ideology of the South African secondary school Biology
title_short The curriculum ideology of the South African secondary school Biology
title_full The curriculum ideology of the South African secondary school Biology
title_fullStr The curriculum ideology of the South African secondary school Biology
title_full_unstemmed The curriculum ideology of the South African secondary school Biology
title_sort curriculum ideology of the south african secondary school biology
description South Africa has had a number of curriculum reforms since 1994 which have been based on both political and education grounds. However, there is a dearth of knowledge about the nature of the envisioned graduates, especially with respect to social challenges. This can be addressed by exploring the curriculum ideology which outlines the vision of subjects within an education system by clarifying the aims of the subject, the content knowledge taught, the instructional process, the roles ofteachers and students, as well as the assessment processes. There are at leastfour curriculum ideologies, namely, the scholar academic ideology, efficiency ideology, student-centred ideology and social reconstruction ideology. The aim of the current study was to investigate the curriculum ideology of the Grade 11 Biology curriculum by analysing the Curriculum and Assessment Policy Statement. Results show that Biology adopts a multi-curriculum ideology approach with greater emphasis on scholar academic and student-centred ideologies. Characteristics of the social reconstruction ideology were the least observed. This implies that Biology is designed to advance the discipline but will probably not lead to social and student empowerment with regard to current social challenges.
publisher Education Association of South Africa (EASA)
publishDate 2013
url http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002013000200012
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