Original Research

A science-technology-society approach to teacher education for the foundation phase: Students’ empiricist views

Lyn Kok
South African Journal of Childhood Education | Vol 4, No 1 | a180 | DOI: https://doi.org/10.4102/sajce.v4i1.180 | © 2014 Lyn Kok | This work is licensed under CC Attribution 4.0
Submitted: 09 December 2014 | Published: 01 July 2014

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Lyn Kok, University of KwaZulu Natal, South Africa

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Teacher education for South African foundation phase education requires student
teachers to be prepared for teaching science concepts in an integrated programme in a
learning area known as life skills . This study examined the challenges faced by university
teachers of foundation phase student teachers in the development of science modules/
courses. The national curriculum for this subject aims to strengthen learner awareness
of social relationships, technological processes and elementary science (DBE 2011a). We
developed an integrated numeracy, science and technology module for foundation phase
student teachers, based on the science-technology-society (STS) approach to teaching
science concepts. Students’ understanding of science concepts was assessed, using a
project method in which they solved a problem derived from children’s literature. Then
students’ views of this integrated approach to teaching science concepts were gathered.
The negative views of the foundation phase student teachers towards the integrated STS
approach was thought to indicate an empiricist view of the nature of science that could
impede their future teaching.


Foundation phase, science teacher education, science-technology-society, project method, nature of science


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Crossref Citations

1. The use of isiXhosa children’s poetry as a tool to integrate literacy, mathematics and life skills in Foundation Phase: Grade R-3
Nozuko Gxekwa, Nomsa Satyo
South African Journal of Childhood Education  vol: 7  issue: 1  first page: 7  year: 2017  
doi: 10.4102/sajce.v7i1.530