In Suid-Afrika is beperkte navorsing gedoen oor onderwysers se reflektiewe klaskamerpraktyk. Die artikel het dus ten doel om die gehalte en inhoud van wiskundeonderwysers se refleksie of besinning oor �n les binne die konteks van lesstudie te ondersoek. Die spesifieke doel van hierdie studie was om ondersoek in te stel na die gehalte en inhoud van vyf wiskundeonderwysers se besinning of refleksie voor, tydens en nadat �n les aangebied is. Die vyf onderwysers (twee manlik en drie vroulik) het gesamentlik oor hul eie sowel as hul kollegas se wiskundeonderrig besin. Die onderwysers is doelbewus geselekteer om aan die studie deel te neem. Kwalitatiewe data� is� uit� onderhoude,� lesplanne,� klaskamerwaarnemings� en� reflektiewe� skryfwerk� of geskrifte� versamel.� Daar� is� bevind� dat� al� die� wiskundeonderwysers� agterna� verbaal� en skriftelik� oor� hul� optrede� besin� het,� terwyl� drie� van� die� onderwysers� tydens� optrede� oor onderrig gereflekteer het. Die ontleding van hul lesplanne het geen bewyse van besinning v��r optrede ( reflect-for-action ) gelewer nie, met ander woorde die betrokke onderwysers het nie met die oog op toekomstige optrede besin nie. Twee onderwysers het wel krities oor hul leerders se verstaan van wiskunde en oor hul eie onderrig van begrippe besin. Aangesien hulle lede van die lesbestuderingsgroep was, het dit geblyk dat die hele ervaring �n kontekstuele faktor is wat hierdie onderwysers se besinning op �n positiewe wyse be�nvloed het. Die onderwysers se ontoereikende taalvaardighede en hul onvermo� om basiese wiskundige begrippe behoorlik te verbaliseer, het hul reflektiewe praktyk skynbaar egter negatief be�nvloed.
{"title":"Ondersoek na die gehalte en inhoud van vyf onderwysers se besinning oor hul onderrig van wiskunde","authors":"A. Posthuma, J. G. Maree, Gerrit H. Stols","doi":"10.4102/SATNT.V32I1.400","DOIUrl":"https://doi.org/10.4102/SATNT.V32I1.400","url":null,"abstract":"In Suid-Afrika is beperkte navorsing gedoen oor onderwysers se reflektiewe klaskamerpraktyk. Die artikel het dus ten doel om die gehalte en inhoud van wiskundeonderwysers se refleksie of besinning oor �n les binne die\u0000 konteks van lesstudie te ondersoek. Die spesifieke doel van hierdie studie was om ondersoek in te stel na die gehalte en inhoud van vyf wiskundeonderwysers se besinning of refleksie voor, tydens en nadat �n les aangebied is. Die vyf onderwysers\u0000 (twee manlik en drie vroulik) het gesamentlik oor hul eie sowel as hul kollegas se wiskundeonderrig besin. Die onderwysers is doelbewus geselekteer om aan die studie deel te neem. Kwalitatiewe data� is� uit� onderhoude,� lesplanne,�\u0000 klaskamerwaarnemings� en� reflektiewe� skryfwerk� of geskrifte� versamel.� Daar� is� bevind� dat� al� die� wiskundeonderwysers� agterna� verbaal� en skriftelik� oor� hul� optrede� besin� het,� terwyl� drie� van� die� onderwysers� tydens� optrede�\u0000 oor onderrig gereflekteer het. Die ontleding van hul lesplanne het geen bewyse van besinning v��r optrede ( reflect-for-action ) gelewer nie, met ander woorde die betrokke onderwysers het nie met die oog op\u0000 toekomstige optrede besin nie. Twee onderwysers het wel krities oor hul leerders se verstaan van wiskunde en oor hul eie onderrig van begrippe besin. Aangesien hulle lede van die lesbestuderingsgroep was, het dit geblyk dat die hele ervaring �n\u0000 kontekstuele faktor is wat hierdie onderwysers se besinning op �n positiewe wyse be�nvloed het. Die onderwysers se ontoereikende taalvaardighede en hul onvermo� om basiese wiskundige begrippe behoorlik te verbaliseer, het hul reflektiewe praktyk\u0000 skynbaar egter negatief be�nvloed.","PeriodicalId":30428,"journal":{"name":"South African Journal of Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/SATNT.V32I1.400","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70516310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Verstedeliking en industriele ontwikkeling rondom Valsbaai, Suid-Afrika, neem toe en kommer het ontstaan oor die uitwerking van besoedelende stowwe op die tussengetydiere soos seesterre. Die oogmerke van die huidige studie was om voorlopige, beskrywende basislyninligting gedurende die verloop van die onderskeie seisoene in 2000–2001 in te samel oor die metaalvlakke in sediment, water en in die liggaam van ’n gekose kussingseester naamlik Parvulastra exigua (Lamarck, 1816) wat wydverspreid in die tussengetygebied van Valsbaai voorkom. Konsentrasies van kadmium, koper, lood, nikkel en sink is in die water, sediment en die liggaam van die kussingseester by vyf verskillende lokaliteite bepaal oor ’n periode van een jaar. Die monsters is chemies ontleed vir spesifieke metaalvlakke met behulp van atoomabsorpsie-spektrofotometrie. Die hoogste individuele konsentrasies van kadmium (Cd) in seesterre en sediment is by die noordelike kusstreek tussen Strand en Muizenberg gemeet waar die meeste industriele aktiwiteit voorkom. Groot variasie in konsentrasies van alle metale wat ontleed is, het tussen versamelpunte en tussen seisoene voorgekom. Die gemiddelde konsentrasies in die water en sediment was in enkele gevalle effens hoer as die vlakke wat deur die Suid-Afrikaanse waterkwalitetisriglyne aanbeveel word, maar steeds benede die perke wat in verskeie ontwikkelde lande gestel word. Dit dui daarop dat die baai tans nog relatief onbesoedeld deur metale is. Huidige omgewingskonsentrasies in sekere dele van Valsbaai kan met verloop van tyd in tussengetydiere akkumuleer tot nadelige vlakke vir die spesies self, maar ook vir hulle predatore. Hierdie studie bied getuienis dat die kussingseesterre in Valsbaai aan verskeie metale blootgestel word, waarvan sommige potensieel gevaarlik is omdat hulle neig om met verloop van tyd in diere te akkumuleer. Risiko-assessering vereis egter bykomende inligting oor die samehang tussen blootstelling en biologiese effekte op sowel sellulere, organismiese en bevolkingsvlak alvorens ingeligte besluite geneem kan word of die seesterre reeds sodanig bedreig word dat tussenbeide getree moet word.
{"title":"Is metal pollution a threat to the continued survival of the starfish in False Bay, South Africa?","authors":"A. Reinecke, S. Reinecke","doi":"10.4102/SATNT.V32I1.394","DOIUrl":"https://doi.org/10.4102/SATNT.V32I1.394","url":null,"abstract":"Verstedeliking en industriele ontwikkeling rondom Valsbaai, Suid-Afrika, neem toe en kommer het ontstaan oor die uitwerking van besoedelende stowwe op die tussengetydiere soos seesterre. Die oogmerke van die huidige studie was om voorlopige, beskrywende basislyninligting gedurende die verloop van die onderskeie seisoene in 2000–2001 in te samel oor die metaalvlakke in sediment, water en in die liggaam van ’n gekose kussingseester naamlik Parvulastra exigua (Lamarck, 1816) wat wydverspreid in die tussengetygebied van Valsbaai voorkom. Konsentrasies van kadmium, koper, lood, nikkel en sink is in die water, sediment en die liggaam van die kussingseester by vyf verskillende lokaliteite bepaal oor ’n periode van een jaar. Die monsters is chemies ontleed vir spesifieke metaalvlakke met behulp van atoomabsorpsie-spektrofotometrie. Die hoogste individuele konsentrasies van kadmium (Cd) in seesterre en sediment is by die noordelike kusstreek tussen Strand en Muizenberg gemeet waar die meeste industriele aktiwiteit voorkom. Groot variasie in konsentrasies van alle metale wat ontleed is, het tussen versamelpunte en tussen seisoene voorgekom. Die gemiddelde konsentrasies in die water en sediment was in enkele gevalle effens hoer as die vlakke wat deur die Suid-Afrikaanse waterkwalitetisriglyne aanbeveel word, maar steeds benede die perke wat in verskeie ontwikkelde lande gestel word. Dit dui daarop dat die baai tans nog relatief onbesoedeld deur metale is. Huidige omgewingskonsentrasies in sekere dele van Valsbaai kan met verloop van tyd in tussengetydiere akkumuleer tot nadelige vlakke vir die spesies self, maar ook vir hulle predatore. Hierdie studie bied getuienis dat die kussingseesterre in Valsbaai aan verskeie metale blootgestel word, waarvan sommige potensieel gevaarlik is omdat hulle neig om met verloop van tyd in diere te akkumuleer. Risiko-assessering vereis egter bykomende inligting oor die samehang tussen blootstelling en biologiese effekte op sowel sellulere, organismiese en bevolkingsvlak alvorens ingeligte besluite geneem kan word of die seesterre reeds sodanig bedreig word dat tussenbeide getree moet word.","PeriodicalId":30428,"journal":{"name":"South African Journal of Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/SATNT.V32I1.394","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70516297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Die lugtemperature van stedelike gebiede is gewoonlik warmer as die lugtemperature van die omringende platteland. Hierdie verskynsel word die stedelike hitte-eilandeffek genoem.
城市地区的空气温度通常比周围拼盘的空气温度更高。这&&&&&&&&&；
{"title":"Urban heat island in Bloemfontein during winter","authors":"P. Snyman, A. Steyn","doi":"10.4102/SATNT.V32I1.422","DOIUrl":"https://doi.org/10.4102/SATNT.V32I1.422","url":null,"abstract":"Die lugtemperature van stedelike gebiede is gewoonlik warmer as die lugtemperature van die omringende platteland. Hierdie verskynsel word die stedelike hitte-eilandeffek genoem.","PeriodicalId":30428,"journal":{"name":"South African Journal of Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/SATNT.V32I1.422","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70516366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since the implementation of technology as relatively new school subject, challenges are constantly being posed to higher education institutions (HEIs), and in particular those engaged in teacher training and the professional development of technology teachers. Teacher training programmes had to be developed and implemented within a limited time frame in comparison to other school subjects, despite a lack of previous experience of an appropriate academic discipline, subject methodology and classroom pedagogy. Furthermore, implications on organisational and managerial level regarding its accommodation within existing structures of faculties, schools and departments at HEIs had to be accounted for. The purpose of the article was to investigate how a scientifically founded philosophical framework of technology might guide teacher training at HEIs. The following research questions served as point of departure: in which way can a scientifically founded philosophical framework of technology be indicative regarding a relevant: (1) Subject methodology of technology? (2) Underlying academic discipline for undergraduate technology education students? In answer to the first question, it was found that it is important for programme developers, coordinators and subject methodology lecturers at HEIs to acquaint themselves sufficiently with a philosophical framework for technology to direct the technology teacher�s training and professional development. It seems viable to keep subject methodology of technology autonomous, with only one lecturer responsible, and that technology education students should be conversant in the philosophical framework for technology. In answer to the second question HEIs should urgently determine the nature and composition of the relevant academic disciplines underpinning the undergraduate qualification of a specialised technology teacher. Mechanisms should also be created to forge a relationship between the academic discipline and the pedagogical content knowledge (PCK) of technology education students. �
{"title":"A theoretical reflection on the implications of the philosophy of technology for teacher education.","authors":"P. Ankiewicz","doi":"10.4102/SATNT.V32I1.387","DOIUrl":"https://doi.org/10.4102/SATNT.V32I1.387","url":null,"abstract":"Since the implementation of technology as relatively new school subject, challenges are constantly being posed to higher education institutions (HEIs), and in particular those engaged in teacher training and the\u0000 professional development of technology teachers. Teacher training programmes had to be developed and implemented within a limited time frame in comparison to other school subjects, despite a lack of previous experience of an appropriate academic\u0000 discipline, subject methodology and classroom pedagogy. Furthermore, implications on organisational and managerial level regarding its accommodation within existing structures of faculties, schools and departments at HEIs had to be accounted for.\u0000 The purpose of the article was to investigate how a scientifically founded philosophical framework of technology might guide teacher training at HEIs. The following research questions served as point of departure: in which way can a\u0000 scientifically founded philosophical framework of technology be indicative regarding a relevant: (1) Subject methodology of technology? (2) Underlying academic discipline for undergraduate technology education students? In answer to the first\u0000 question, it was found that it is important for programme developers, coordinators and subject methodology lecturers at HEIs to acquaint themselves sufficiently with a philosophical framework for technology to direct the technology teacher�s\u0000 training and professional development. It seems viable to keep subject methodology of technology autonomous, with only one lecturer responsible, and that technology education students should be conversant in the philosophical framework for\u0000 technology. In answer to the second question HEIs should urgently determine the nature and composition of the relevant academic disciplines underpinning the undergraduate qualification of a specialised technology teacher. Mechanisms should also\u0000 be created to forge a relationship between the academic discipline and the pedagogical content knowledge (PCK) of technology education students. �","PeriodicalId":30428,"journal":{"name":"South African Journal of Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/SATNT.V32I1.387","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70516263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Local knowledge of insect pests and the management thereof by small-scale rooibos tea farmers in the Cederberg Mountains, South Africa The aim of the study was to identify insect pests and traditional pest management practices associated with rooibos tea (Aspalathus linearis) cultivation based on local knowledge of small-scale producers in the Cederberg.
{"title":"Local knowledge of insect pests and the management thereof by small-scale rooibos tea farmers in the Cederberg Mountains, South Africa.","authors":"S. Fontaine, R. Malgas","doi":"10.4102/SATNT.V32I1.408","DOIUrl":"https://doi.org/10.4102/SATNT.V32I1.408","url":null,"abstract":"Local knowledge of insect pests and the management thereof by small-scale rooibos tea farmers in the Cederberg Mountains, South Africa\u0000The aim of the study was to identify insect pests and traditional pest management practices associated with rooibos tea (Aspalathus linearis) cultivation based on local knowledge of small-scale producers in the Cederberg.","PeriodicalId":30428,"journal":{"name":"South African Journal of Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/SATNT.V32I1.408","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70516356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Candice Jansen van Rensburg, A. Swart, W. Decraemer, W. Bert, J. Durand
Nematodes of the Bakwena Cave in Irene, South Africa. A nematological survey forming part of the Bakwena Cave Project was carried out in Irene, Pretoria. The main objectives of this survey were to contribute to the biodiversity study of the Bakwena Cave, and to increase our current knowledge on free-living nematodes from South Africa.
{"title":"Nematodes of the Bakwena Cave in Irene, South Africa","authors":"Candice Jansen van Rensburg, A. Swart, W. Decraemer, W. Bert, J. Durand","doi":"10.4102/SATNT.V32I1.800","DOIUrl":"https://doi.org/10.4102/SATNT.V32I1.800","url":null,"abstract":"Nematodes of the Bakwena Cave in Irene, South Africa. A nematological survey forming part of the Bakwena Cave Project was carried out in Irene, Pretoria. The main objectives of this survey were to contribute to the biodiversity study of the Bakwena Cave, and to increase our current knowledge on free-living nematodes from South Africa.","PeriodicalId":30428,"journal":{"name":"South African Journal of Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/SATNT.V32I1.800","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70516469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Die vermoe om kreatief te dink en probleme op te los word as noodsaaklik vir ekonomiese en persoonlike sukses beskou. Die tradisionele benadering in klaskamers is nie bevorderlik vir wiskundige kreatiwiteit nie en voornemende onderwysers behoort blootgestel te word aan alternatiewe probleemoplossingsaktiwiteite waardeur wiskundige kennis, bevoegdhede en kreatiwiteit ontwikkel kan word. Navorsingstudies wys op die moontlikhede en suksesse van ’n wiskundige modelleringsbenadering waarin komplekse, oop probleme gebruik word om betekenisvolle wiskundige kennis te ontwikkel en leerders voor te berei vir die alledaagse lewe sowel as vir tersiere studie en hul beroepe. Modelontlokkende aktwiteite (MOA’s) ontwikkel nie net wiskundige kennis nie, maar ook kreatiwiteit. Vyfhonderd-en-een voornemende grondslagfase-onderwysers het verskillende modelontlokkende aktiwiteite (MOA’s) in ’n longitudinale projek oor ’n tydperk van twee jaar opgelos. Die doel was om hul eie wiskundige kennis te verbreed en te konsolideer, en terselfdertyd kreatiwiteit en modelleringsbevoegdhede te ontwikkel. Die uiteindelike doel is om hulle voor te berei om wiskundige modellering te gebruik om kreatiwiteit in kinders van ses tot nege jaar te bevorder. Deur die oplos van MOA’s word leerders se wiskundige kennis opgebou en gekonsolideer, en verbeter hulle hul probleemoplossingsvaardighede. ’n Raamwerk met vier kriteria vir die identifisering van kreatiwiteit is gebruik om vlakke van kreatiwiteit in die oplossing van MOA’s suksesvol te evalueer. Studente se finale modelle het redelik konsekwente vlakke van kreatiwiteit volgens die vier kriteria getoon. Studente se bereidwilligheid om MOA’s op te los en met veelvuldige, oorspronklike en bruikbare – dus kreatiewe – oplossings vorendag te kom het ook toegeneem in die tydperk waarin hulle aan modelleringstake blootgestel is.
{"title":"The development of mathematical creativity through model-eliciting activities","authors":"H. Wessels","doi":"10.4102/SATNT.V31I1.372","DOIUrl":"https://doi.org/10.4102/SATNT.V31I1.372","url":null,"abstract":"Die vermoe om kreatief te dink en probleme op te los word as noodsaaklik vir ekonomiese en persoonlike sukses beskou. Die tradisionele benadering in klaskamers is nie bevorderlik vir wiskundige kreatiwiteit nie en voornemende onderwysers behoort blootgestel te word aan alternatiewe probleemoplossingsaktiwiteite waardeur wiskundige kennis, bevoegdhede en kreatiwiteit ontwikkel kan word. Navorsingstudies wys op die moontlikhede en suksesse van ’n wiskundige modelleringsbenadering waarin komplekse, oop probleme gebruik word om betekenisvolle wiskundige kennis te ontwikkel en leerders voor te berei vir die alledaagse lewe sowel as vir tersiere studie en hul beroepe. Modelontlokkende aktwiteite (MOA’s) ontwikkel nie net wiskundige kennis nie, maar ook kreatiwiteit. Vyfhonderd-en-een voornemende grondslagfase-onderwysers het verskillende modelontlokkende aktiwiteite (MOA’s) in ’n longitudinale projek oor ’n tydperk van twee jaar opgelos. Die doel was om hul eie wiskundige kennis te verbreed en te konsolideer, en terselfdertyd kreatiwiteit en modelleringsbevoegdhede te ontwikkel. Die uiteindelike doel is om hulle voor te berei om wiskundige modellering te gebruik om kreatiwiteit in kinders van ses tot nege jaar te bevorder. Deur die oplos van MOA’s word leerders se wiskundige kennis opgebou en gekonsolideer, en verbeter hulle hul probleemoplossingsvaardighede. ’n Raamwerk met vier kriteria vir die identifisering van kreatiwiteit is gebruik om vlakke van kreatiwiteit in die oplossing van MOA’s suksesvol te evalueer. Studente se finale modelle het redelik konsekwente vlakke van kreatiwiteit volgens die vier kriteria getoon. Studente se bereidwilligheid om MOA’s op te los en met veelvuldige, oorspronklike en bruikbare – dus kreatiewe – oplossings vorendag te kom het ook toegeneem in die tydperk waarin hulle aan modelleringstake blootgestel is.","PeriodicalId":30428,"journal":{"name":"South African Journal of Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70516187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alhoewel die lewenswetenskappe-kurrikulum vereis dat inheemse kennisstrukture in die klaskamer aangespreek moet word, word dit of baie oppervlakkig gedoen deur middel van ’n voorbeeld of twee, of dit is totaal afwesig. Hierdie gemengde-metode ondersoek (met die klem op die kwalitatiewe data) na die stand van inheemse kennis in die lewenswetenskappeklaskamer in Gauteng en Limpopo, het weereens beklemtoon wat Rogan en Grayston (2003) opgemerk het: in Suid-Afrika word daar tydens die kurrikulumproses te veel op die wat (die kurrikulum self) en te min op die hoe (die implementering van die kurrikulum) gefokus. Alhoewel die progressiewe kurrikulum dit duidelik maak dat inheemse kennis aangespreek moet word, word baie min riglyne aan onderwysers verskaf oor hoe dit gedoen moet word. Twee probleme word in hierdie artikel belig: onderwysers se gebrekkige vakkundige onderrigvaardigheid (pedagogiese inhoudskennis, of PCK soos in die literatuur bekend), en hul gebrekkige begrip van die aard van die natuurwetenskappe. ’n Onderwyser se sosiale aanspreeklikheid beteken onder andere dat hulle leerders bewus sal maak van die kulturele en praktiese waarde van inheemse kennis en ook hul belangstelling sal prikkel in vakrigtings soos etnobotanie en chemotaksonomie.
尽管生活方式课程要求在课堂上讨论个人的知识结构，无论是在一两个例子中进行，还是完全依赖。Hierdie gemengde metode ondersoek（见klem op die kwalittiewe数据）在林波波省豪登省的lewenswetenskappeklaskamer站着van inheemse kennis，他在Rogan en Grayston站着（2003）opgemerk het：在Suid Afrika单词中，daar tydens die kurrikulumproses te veel op die wat（die kurrekulum self）en te min op die hoe（die implementing van die kurikulum）gefokus站着。尽管进步课程解释了如何交流亲密知识，但很少有人告诉老师如何交流。本文中有两个重要问题：教师的必要职业培训（教学内容，或PCK，称为文学），以及他们对自然本质的必要理解。倡导者的社会对话意味着他们的老师将意识到非人道知识的文化和实践价值，以及他们对装饰的兴趣，如种族和化学。
{"title":"Indigenous knowledge in the life sciences classroom: Science, pseudo-science or a missing link?","authors":"J. Beer, B. Wyk","doi":"10.4102/SATNT.V31I1.368","DOIUrl":"https://doi.org/10.4102/SATNT.V31I1.368","url":null,"abstract":"Alhoewel die lewenswetenskappe-kurrikulum vereis dat inheemse kennisstrukture in die klaskamer aangespreek moet word, word dit of baie oppervlakkig gedoen deur middel van ’n voorbeeld of twee, of dit is totaal afwesig. Hierdie gemengde-metode ondersoek (met die klem op die kwalitatiewe data) na die stand van inheemse kennis in die lewenswetenskappeklaskamer in Gauteng en Limpopo, het weereens beklemtoon wat Rogan en Grayston (2003) opgemerk het: in Suid-Afrika word daar tydens die kurrikulumproses te veel op die wat (die kurrikulum self) en te min op die hoe (die implementering van die kurrikulum) gefokus. Alhoewel die progressiewe kurrikulum dit duidelik maak dat inheemse kennis aangespreek moet word, word baie min riglyne aan onderwysers verskaf oor hoe dit gedoen moet word. Twee probleme word in hierdie artikel belig: onderwysers se gebrekkige vakkundige onderrigvaardigheid (pedagogiese inhoudskennis, of PCK soos in die literatuur bekend), en hul gebrekkige begrip van die aard van die natuurwetenskappe. ’n Onderwyser se sosiale aanspreeklikheid beteken onder andere dat hulle leerders bewus sal maak van die kulturele en praktiese waarde van inheemse kennis en ook hul belangstelling sal prikkel in vakrigtings soos etnobotanie en chemotaksonomie.","PeriodicalId":30428,"journal":{"name":"South African Journal of Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70516110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A broad overview of published and unpublished ethnobotanical surveys in the Cape Floristic Region (the traditional home of the San and Khoi communities) shows that the data is incomplete. There is an urgent need to record the rich indigenous knowledge about plants in a systematic and social responsible manner in order to preserve this cultural and scientific heritage for future generations. Improved methods for quantifying data are introduced, with special reference to the simplicity and benefits of the new Matrix Method. This methodology prevents or reduces the number of false negatives, and also ensures the participation of elderly people who might be immobile. It also makes it possible to compare plant uses in different local communities. This method enables the researcher to quantify the knowledge on plant use that was preserved in a community, and to determine the relative importance of a specific plant in a more objective way. Ethical considerations for such ethnobotanical surveys are discussed, through the lens of current ethical codes and international conventions. This is an accessible approach, which can also be used in the life sciences classroom.
{"title":"Socially responsible ethnobotanical surveys in the Cape Floristic Region: ethical principles, methodology and quantification of data","authors":"B. Wyk, J. Beer","doi":"10.4102/SATNT.V31I1.369","DOIUrl":"https://doi.org/10.4102/SATNT.V31I1.369","url":null,"abstract":"A broad overview of published and unpublished ethnobotanical surveys in the Cape Floristic Region (the traditional home of the San and Khoi communities) shows that the data is incomplete. There is an urgent need to record the rich indigenous knowledge about plants in a systematic and social responsible manner in order to preserve this cultural and scientific heritage for future generations. Improved methods for quantifying data are introduced, with special reference to the simplicity and benefits of the new Matrix Method. This methodology prevents or reduces the number of false negatives, and also ensures the participation of elderly people who might be immobile. It also makes it possible to compare plant uses in different local communities. This method enables the researcher to quantify the knowledge on plant use that was preserved in a community, and to determine the relative importance of a specific plant in a more objective way. Ethical considerations for such ethnobotanical surveys are discussed, through the lens of current ethical codes and international conventions. This is an accessible approach, which can also be used in the life sciences classroom.","PeriodicalId":30428,"journal":{"name":"South African Journal of Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70516117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
CITATION: Le Grange, L. 2012. Veranderinge in skoolbiologie in Suid-Afrika na apartheid. South African Journal of Science and Technology, 31(1), Art. #385, doi:10.4102/satnt.v31i1.385.
{"title":"Changes in school biology in South Africa after ‘apartheid’","authors":"L. Grange","doi":"10.4102/SATNT.V31I1.385","DOIUrl":"https://doi.org/10.4102/SATNT.V31I1.385","url":null,"abstract":"CITATION: Le Grange, L. 2012. Veranderinge in skoolbiologie in Suid-Afrika na apartheid. South African Journal of Science and Technology, 31(1), Art. #385, doi:10.4102/satnt.v31i1.385.","PeriodicalId":30428,"journal":{"name":"South African Journal of Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70516256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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