Hierdie artikel beskryf ’n gevallestudie wat bydra tot die navorsingsliteratuur oor die
ontwikkeling van 21ste-eeuse vaardighede in wetenskapklasse in Suid-Afrika. Die studie
ondersoek die wyse waarop vier ervare natuurwetenskaponderwysers praktiese lesse in hulle
Graad 7-klasse in die Limpopo-provinsie integreer. Data is deur middel van dokumentontleding,
leswaarneming en semigestruktureerde onderhoude ingesamel. Die studie is gebaseer op ’n
teorie van kurrikulumimplementering vir wetenskaponderrrig in ontwikkelende lande. Die
resultate word ten opsigte van voorbereiding, aanbieding en assessering van praktiese lesse
bespreek. Die studie het aan die lig gebring dat hierdie onderwysers praktiese lesse op ’n
tradisionele manier aanbied, eerder as om 21ste-eeuse benaderings te volg. In die meeste
gevalle ontbreek noodsaaklike besonderhede tydens lesvoorbereidings, terwyl die leerders
passiewe waarnemers is en die assessering op kennis eerder as vaardighede fokus. Verder is
die volgende probleemareas geïdentifiseer: die onvoldoende toekenning van tyd vir die
onderrig van natuurwetenskappe, asook ’n gebrek aan toepaslike hulpbronne. Die insig
waartoe in die studie gekom is, kan gebruik word om die implementering van die kurrikulum
te verbeter en om leiding aan die onderwysers te bied ten opsigte van die integrasie van
praktiese lesse in natuurwetenskap.
This article reports a case study that
contributes to the literature on the development of 21st century skills in science classrooms
in South Africa. The study explores the manner in which four experienced natural science
teachers integrate practical lessons into their Grade 7 classes in the Limpopo province.
The study is based on a theory of curriculum implementation for science education in
developing countries. Data was collected through document analysis, lesson observations
and semistructured interviews. The results are discussed in terms of the preparation,
enactment and assessment of practical lessons. The study revealed that these teachers
presented practical tasks in a traditional manner, rather than using 21st century approaches.
Typically, lesson preparation lacked essential detail, while learners were passive observers,
and assessment focused on knowledge rather than skills. Additionally, inadequate time
allocation for the teaching of natural science, coupled with a lack of appropriate resources,
were identified as areas of concern. The insight gained in this study should be used to
improve curriculum implementation and to guide teachers regarding practical lesson
integration in their classrooms.
