000			02068nam a22002777a 4500
003			ZW-GwMSU
005			20210504100619.0
008			210504b |||||||| |||| 00| 0 eng d
022			_a18146627
040			_aMSU _cMSU _erda
050			_aL81.A33 AFR
100	1		_aStears, M _eauthor
245	1	3	_aAn analysis of student teachers' understanding of intergration of Science and Technology activities/ _ccreated by M Stears,
264			_aPretoria: _bUnisa Press and Routledge, _c2011.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica education review _vVolume 8, number 1,
520			_aThe research reported on in this article was conducted to determine if student teachers enrolled in a Bachelor of Education programme at a South African University are able to integrate science and technology in their teaching. The participants were a cohort of students registered for a course aimed at preparing them to teach grades 4 to 6 in the primary school. The theoretical framework applied in the study is Rogan's Zone of feasible Innovation (ZFI) which uses the analogy that curriculum strategies are good when they proceed just ahead of current practice. Students' understanding of integration of two learning areas was compared to their knowledge base. The findings suggest that students who have very little knowledge of science and/or technology have difficulty in understanding what the scientific and technological processes mean and without this understanding are unable to integrate science and technology effectively in their teaching. It is recommended that the B.Ed programme at this university focuses more on providing opportunities for students to acquire sound knowledge of the two disciplines before attempting any form of integration.
650	0	4	_aScience _xTechnology
650	0	4	_aIntergration _xPrimary school
700	1		_aMckay, J _eauthor
700	1		_aBentham , H _eauthor
856			_uhttps://doi.org/10.1080/18146627.2011.586141
942			_2lcc _cJA
999			_c156934 _d156934