The impact of the curriculum change in the teaching and learning of science : a case study in under-resourced schools in Vhembe District

Abstract

The aim of the study was to investigate the impact of curriculum change in teaching and learning of science subjects at schools in Vhembe District. The research also meant to answer the following research objectives on the impact of new changes in curriculum. The first research objective was based on the effects of curriculum changes in the teaching and learning of science. The second research objective was based on the constraints or factors that might be affecting the effectiveness of new changes in teaching and learning of science. The third research objective was based on the monitoring and support on the new changes in science curriculum. Research objective four was addressed as a recommendation. It was about the suggestion for future planning of changes in curriculum. In this era of on-going new developments in curriculum, it was imperative to find out how new changes are affecting teaching and learning of science curriculum even in the most remote parts of the country. The continuous changes that are taking place in science curriculum demand the need for this research. Questionnaires, interviews and observation were used as data collection methods using the qualitative method. Schools which participated in the study were selected using purposive sampling. It is revealed in the findings that teachers feel that it is not necessary for them to change the way they teach, especially those who did not receive training on the new curriculum changes during their tertiary education. The findings also indicate that lack of resources impact negatively on the implementation of curriculum reform in teaching and learning of science in many under-resourced schools in rural areas. The findings also reveal that, it is not easy for subject advisors to give relevant support because of inadequate resources and lack of human capacity. According to the research findings, inadequate resources, skills and knowledge and lack of pre-planning on new curriculum development adversely affect the teaching and learning of science in schools. It is therefore recommended that the proposed curriculum development and reform be piloted before it is implemented as proposed in the model for the preparation of effective curriculum changes and development in science. Also, it is important to have functional curriculum support forums at school, circuit and district levels. The provisioning of science centres with well-equipped laboratories in each and every circuit will play a greater role in effective teaching and learning of science in schools.