Abstract:
The purpose of this study was to re-examine theoretical and pedagogical curriculum knowledge of grade 12 physical science teachers in the Xhariep district. Mathematics and physical science have a history of poor performance in South African schools, particularly black schools, largely as a result of inferior education provided to black communities by the apartheid ‘Bantu Education’. Even after the 1994 elections, following the introduction of Outcomes-Based Education (OBE) by the new government, little has been achieved in terms of improving performance in these subjects, as international results in the past few years have shown. OBE was intended to correct the imbalances of the past by offering equal education for all, however, implementation challenges saw it being confronted with criticism and resistance that led to its review, culminating in the current CAPS policy that has been implemented in schools to date. The study was conducted in Xhariep District in the Free State Province, a vast geographical area with scattered towns which are far apart from each other. The population is mainly poverty-stricken and almost all the black schools are receiving funding from government. The study used a narrative paradigm and methodology that employed purposeful sampling of five schools in the district, three of which were performing and two underperforming. Of the performing schools, one was a former Model C Afrikaans school and the other two were previously disadvantaged schools. The two underperforming schools were also previously disadvantaged. Five teachers from these schools were identified to participate in this study. The instruments used to collect data were interviews, classroom observations and document analysis. The study shows that teachers understand that they need both theoretical and practical knowledge for them to teach effectively; subject content knowledge is needed for teachers to select, sequence and pace their lessons; teachers do not integrate practicals/experiments in their teaching of physical science; and OBE and competence-based curricula have focussed on outcomes and so influenced how teachers teach CAPS content today, which is only results-oriented.
