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QUESTION 1: [30 marks]1) List and explain any two learning theories. (10 marks)
Behaviourism
Behaviourism assumes a learner is essentially passive, and will be shaped through positive or negative
reinforcement. Learning is therefore defined as a change in behaviour. Skinner (1974) believed that
behaviour is a function of its consequences, i.e. learners will repeat the desired behaviour if positive
reinforcement is given. The behaviour should not be repeated if negative feedback is given. Giving
immediate feedback, whether positive or negative, should enable your learners to behave in a certain
way. Positive reinforcement or rewards can include verbal feedback such as That’s great, you’ve
produced that document without any errors or You’re certainly getting on well with that task, through to
more tangible rewards such as a certificate at the end of the grade.
Cognitivism
Piaget (1936) was the first psychologist to make a systematic study of cognitive development. His
contributions include a stage theory of child cognitive development, detailed observational studies of
cognition in children, and a series of simple but ingenious tests to reveal different cognitive abilities.
Cognitivism focuses on what happens in the mind – such as thinking and problemsolving. New knowledge
is built upon prior knowledge and learners need active participation in order to learn. Changes in
behaviour are observed, but only as an indication of what is taking place in the learner’s mind.
3) How can a Natural Science and Technology teachers accommodate all types of learners in
their lesson planning? (5 marks)
VISUAL AUDITORY READ/WRITE KINESTHETIC
• Learn by seeing • Learn by hearing • Learn by reading • Learn by doing
and writing
• Picture aids • Read-aloud • Dictionaries •Practical
assessment
• Power points • Verbal instruction • Note-taking • Hands on
• Graphics • Discussions • Books • Physical work
NSTech teachers can accommodate all types of learners with the above-mentioned learning styles so
learners can be assisted and be given the support they need. Learners must be given sufficient
resources to describe the lessons to the learners so they can understand it properly.
4) How does indigenous knowledge differ from western knowledge regarding Technology? (5
marks)
Indigenous knowledge Western knowledge
• Seeks to understand the world in a more • Tries to understand the natural world by
holistic way and connecting through all the studying each part individually.
parts.
• Weak in predictive principles • Weak in local areas
• Lengthy acquisition • Rapid acquisition
• Explanations based on examples • Explanations based on hypothesis
• Long-term wisdom • Short term prediction
,QUESTION 2: [25 marks]
1. List the seven components of Technological Pedagogical Content Knowledge (TPACK). (14 marks)
Content Knowledge (CK) – “Teachers’ knowledge about the subject matter to be learned or taught.
The content to be covered in middle school science or history is different from the content to be covered in
an undergraduate course on art appreciation or a graduate seminar on astrophysics… As Shulman (1986)
noted, this knowledge would include knowledge of concepts, theories, ideas, organizational frameworks,
knowledge of evidence and proof, as well as established practices and approaches toward developing
such knowledge” (Koehler & Mishra, 2009).
Pedagogical Knowledge (PK) – “Teachers’ deep knowledge about the processes and practices or
methods of teaching and learning. They encompass, among other things, overall educational purposes,
values, and aims. This generic form of knowledge applies to understanding how students learn, general
classroom management skills, lesson planning, and student assessment.” (Koehler & Mishra, 2009).
Technology Knowledge (TK) – Knowledge about certain ways of thinking about, and working with
technology, tools and resources. and working with technology can apply to all technology tools and
resources. This includes understanding information technology broadly enough to apply it productively at
work and in everyday life, being able to recognize when information technology can assist or impede the
achievement of a goal and being able continually adapt to changes in information technology (Koehler &
Mishra, 2009).
Pedagogical Content Knowledge (PCK) – “Consistent with and similar to Shulman’s idea of
knowledge of pedagogy that is applicable to the teaching of specific content. Central to Shulman’s
conceptualization of PCK is the notion of the transformation of the subject matter for teaching.
Specifically, according to Shulman (1986), this transformation occurs as the teacher interprets the subject
matter, finds multiple ways to represent it, and adapts and tailors the instructional materials to alternative
conceptions and students’ prior knowledge. PCK covers the core business of teaching, learning,
curriculum, assessment and reporting, such as the conditions that promote learning and the links among
curriculum, assessment, and pedagogy” (Koehler & Mishra, 2009).
Technological Content Knowledge (TCK) – “An understanding of the manner in which technology
and content influence and constrain one another. Teachers need to master more than the subject matter
they teach; they must also have a deep understanding of the manner in which the subject matter (or the
kinds of representations that can be constructed) can be changed by the application of particular
technologies. Teachers need to understand which specific technologies are best suited for addressing
subject-matter learning in their domains and how the content dictates or perhaps even changes the
technology—or vice versa” (Koehler & Mishra, 2009).
Technological Pedagogical Knowledge (TPK) – “An understanding of how teaching and learning can
change when particular technologies are used in particular ways. This includes knowing the pedagogical
affordances and constraints of a range of technological tools as they relate to disciplinarily and
developmentally appropriate pedagogical designs and strategies” (Koehler & Mishra, 2009).
Technological Pedagogical Content Knowledge (TPACK) – “Underlying truly meaningful and deeply
skilled teaching with technology, TPACK is different from knowledge of all three concepts individually.
Instead, TPACK is the basis of effective teaching with technology, requiring an understanding of the
,representation of concepts using technologies; pedagogical techniques that use technologies in
constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how
technology can help redress some of the problems that students face; knowledge of students’ prior
knowledge and theories of epistemology; and knowledge of how technologies can be used to
build on existing knowledge to develop new epistemologies or strengthen old ones” (Koehler & Mishra,
2009).
2. Reflecting on the components of TPACK, what are the three most important ideas about
developing your own approach to teaching Natural science and Technology? Justify your
choices. (6 marks)
• Content Knowledge (CK)
This is the knowledge I as a teacher must have regarding Natural science and Technology, we will be
teaching our students. We need to know what content will be taught in which subject and grade as
Natural science differ from Technology so does the content per grade. The knowledge I have
regarding the content being taught to my learners will include “theories, ideas, organizational
frameworks, knowledge of evidence and proof, as well as established practices and approaches
toward developing such knowledge”.
• Pedagogical Knowledge (PK)
This is the depth of the knowledge I have of the types of teaching methods I can use as a teacher and
how and in what manner I will teach my learners. I also have the knowledge regarding the purpose,
value and aims these teaching methods have in Natural science and Technology. “This applies to
understanding how students learn, general classroom management skills, lesson planning, and
student assessment.”
• Technology Knowledge (TK)
I as the teacher must have enough understanding regarding technology so I can use it comfortably
and well in my everyday life. This helps our way of thinking and the way we use this in our teaching.
We need to be able “to recognize when information technology can assist or impede the achievement
of a goal and being able continually adapt to changes in information technology.”
3. Why is it important to integrate indigenous knowledge when you teach Technology? (5
marks)
• Analysis and synthesis of the design
• Searches for optional but specific solutions
• Use knowledge, skills, values, and resources to meet individual needs.
• Helps us to understand the skills and knowledge to perform accurate decision making.
• Provides important knowledge and insight towards the process when observing, adapting and
mitigation.
QUESTION 3: [15 marks]
1. What is the difference between a work schedule and Annual Teaching Plan (ATP)? (5 marks)
WORK SCHEDULE ATP (ANNUAL TEACHING PLAN)
• This is a schedule that is used on a weekly • This is used when teaching a specific subject
basis to cover the content that will be taught throughout the year.
for the subject.
• It is all the work that will be covered by us as • It displays the content that must be covered
the teachers during time. over the term, throughout the year.
• A work schedule is viewed according to the • It displays formal and informal assessment
specific term. that must be done in the time allocated.
, • Dates displayed in the work schedule must • It gives us the hours that must be completed
correspond with the dates written in the per grade, and it shows us what needs to be
learner’s books when activities or work are taught in that specific subject and we use the
done. same annual teaching plan format per
subject
• The work schedule consists of a week, date, • It is a teacher’s guide that assists teachers
topic, content, resources used, activities and with a set of principles on how make
date completed. teaching proficient.
2. During their first teaching practice at Inanda Primary School, Ayanda and Johan are tasked
to develop an exam for the Natural Science and Technology subject. They are not provided
with any guidance about the task. How should they develop the exam? Explain thoroughly. (10
marks)
I think before Fikile and Jaco, develop the examination task assigned to them, they need to get hold
of the work already covered as stated in the curriculum so they can keep away from work that was
not covered and stay clear to what was taught in the specific term. They will have to set out enough
questions on various topics to make up the body of the examination question so teachers can identify
skills and knowledge gained over the term, also to see where the learners are struggling, therefore
Fikile and Jaco will have to cover a brought spectrum on the lessons that was done. They will need to
do a lot of researching regarding the resources used while the teachers taught the class and what the
need to cover in the examination. They cannot put a question in the test if this was not covered. They
will also need to give a time frame allocated to the exam. Students must be granted time to prepare
for the examination. Most important they will need to have their own knowledge regarding Natural
science and Technology and they need to know what it’s about.
QUESTION 4 [30 marks]
1) IDMEC (investigate, design, make, evaluate and communicate) is the cornerstone for
methods of teaching TE. How can you take your learner through the design of a wooden
stirring cooking utensil? (10 marks)
Designing a wooden stirring cooking spoon:
Step 1: Make a drawing of the spoon you will be designing.
Step 2: Cut out the outline of the spoon you have drawn.
Step 3: Carve out the bowl of the spoon.
Step 4: Hand carve the inside to shape the spoon.
Step 5: Shape the handle and the outside of the spoon
Step 6: Hand sand the rough edges on the spoon and finalize the surface.
Step 7: Shape the handle to a comfortable hold and sand it down.
Step 8: Apply a food safe finish and let it dry.
Step 9: Enjoy cooking with your own designer spoon
1. Using examples, discuss the cognitive and process skills that learners will develop in
Natural Sciences.
• Accessing and recalling information – being able to use different sources to get information, and to
remember relevant facts and key ideas, and to build a conceptual framework.
• Measuring – using measuring instruments such as rulers, thermometers, clocks and syringes (for
volume).
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