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CREATED BY THE SUBJECT’S LECTOR
AND ALL THE ANSWERS IS FROM
LSK3701 STUDY GUIDE.
, LEARNING UNIT 1
1. Introduction
Learning outcomes
After you have completed this learning unit, you should be able to
•analyse problem-based scenarios in the environment and society to demonstrate the development of
scientific literacy
•communicate ideas and opinions about the nature of science and scientific literacy by means of
appropriate academic and professional discourse
•identify and interpret scientific concepts in science investigations
•cite appropriate examples to demonstrate your understanding of scientific concepts
•identify, interpret and analyse children’s thinking processes in relation to science
2. Scientific Literacy
Reflect on the following questions:
• What is the Natural Science Learning Area curriculum of South Africa aimed at?
The Natural Science Learning Area curriculum of South Africa is aimed at promoting
learners’ scientific literacy (South Africa 2002:22).
• What 4 interrelated features are referred to by scientific Literacy?
• scientific knowledge and use of that knowledge to identify questions, to acquire
new knowledge, to explain scientific phenomena and to draw evidence-based
conclusions about science-related issues
• understanding of the characteristic features of science as a form of human
knowledge and inquiry
• awareness of how science and technology shape people’s material, intellectual
and cultural environments
• willingness to engage in science-related issues and with the ideas of science as
a constructive, concerned, and reflective citizen (OECD 2006:40)
,• What does Scientific Literacy influence?
Scientific literacy influences people’s decisions about personal and societal problems. If, for
example, you had to decide whether a nuclear power station should be built in your province,
what would you say about it and what would you base your argument on? How would you react
if a landfill was to be built near your home? The overall aim of the science curriculum is to
develop learners’ scientific literacy.
• Which 3 components are distinguished to promote the aim of scientific literacy?
- scientific knowledge/concepts
- scientific process skills and
- scientific attitudes (Bosman 2009)
• Why is the aim broken down into components?
This aim may be broken down into components so that an achievable curriculum and
programme can be planned.
, 3. The Nature of Science
Reflect on the following questions:
• What is your understanding of science and its importance in your life or the lives of the
people in your community?
Own answer.
• What do you think is the role of science in your life, if any?
Own answer.
• What do you think scientists do and look like?
Own answer.
• What are the two main views that people hold about the nature of science?
There are two main views that people hold about the nature of science. The more traditional
view held by teachers is that science is a subject that has rules, laws and 4 theories that need
to be learnt. The more modern view is that science is the study of natural phenomena, as well
as a way of trying to understand the world and a way of thinking and acting.
• How should you view science?
Only if you view science as a way of doing rather than an “object” to study (Charlesworth &
Lind 2013) will you be motivated to teach science as a form of inquiry and not just as a subject
that involves the study of facts.
• How do learners become scientifically literate?
It is through learners’ inquiry that they develop an understanding of the NOS and become
scientifically literate.
• How can you use teaching approaches to develop the scientific literacy of children who
are curious about the world?
How can you use teaching approaches to develop the scientific literacy of children who are
curious about their world, who ask questions and who are not afraid of science? You could, for
example, teach science through inquiry.
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