How educators interpret and integrate the assessment standards when conducting scientific investigations in the intermediate phase

Abstract

The shortage of scientists in South Africa today can be attributed to poor teacher development especially in Natural Sciences. Educator interpretation and integration of assessment standards when conducting scientific investigations in Natural Sciences in the Intermediate Phase, is what this study sought to explore. The National Curriculum Statement (NCS) policy outlines the seven roles to be fulfilled by educators in the Norms and Standards for educators. However, this investigation focused mainly on the two roles for educators: · Interpreters and designers of learning programmes and materials (LO 1: Scientific Investigations) · Scholars, researchers and lifelong learners (DoE, 2002:3) The five schools sampled are from Mankweng area, situated in the Capricorn district in Limpopo province of South Africa. The data was qualitatively collected using the interviews, observations and document analysis as strategies. Before the investigation starts, all participants were told that the investigation was on how they (educators) design (plan), present and assess learners when conducting Learning Outcome 1: Scientific Investigations and how they integrate the assessment standards. The observation and interview schedules were clarified during the meeting. The study revealed that most educators do not know different types of scientific investigations, their lessons designed showed little understanding of LO 1: Scientific Investigations and the integration of assessment standards which are: 1. Planning investigation 2. Conducting scientific investigation and collecting data. 3. Evaluating data and communicate findings. Data analysed revealed that most educators have little understanding and follow a direct teaching style, and thus Construct Scientific Knowledge (LO 2). Only one educator of the 13 observed and interviewed was able to integrate assessment standards 1 and 2. There is a relationship between the level of qualification and better understanding of NCS implementation because the educator above is a scholar, researcher and lifelong learner. I recommend that educators teaching Natural Sciences be work shopped by knowledgeable curriculum advisors (teacher development) on how to teach Scientific Investigations LO 1. And in addition, support should be given to educators on implementing new curricula such as NCS and CAPS ensuring that teacher development is priority. Finally, to ensure that LO 1 can be effectively taught in schools, science kits should be made available to all schools whereas the importance of laboratories cannot be overemphasised.