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dc.contributor.authorRapule, Sello Daniel
dc.date.accessioned2009-02-11T14:11:02Z
dc.date.available2009-02-11T14:11:02Z
dc.date.issued2005
dc.identifier.urihttp://hdl.handle.net/10394/629
dc.descriptionThesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
dc.description.abstractThe new political dispensation in South Africa has brought with it a daunting task in educational development. The teaching and learning of Physical Science at high school level has continued to challenge educators. The quest for science teaching and learning that enhances conceptual development and hence understanding in Physical Science is continuing to be of great importance. This study was intended to probe and elicit problems encountered by educators in the teaching of Physical Science grade 12. Central to the problem is the perception held by educators about lecture demonstrations. Educators use lecture demonstrations as a means to prove existing scientific theories and not as a means to fulfil the constructivist nature of the approach. The aim of the study was to give a global view on the role that lecture demonstrations play in the teaching and learning of Physical Science in grade 12. The study was conducted with the aid of learners (N = 109) and educators (N = 20) of schools that are in and around the Potchefstroom district. The investigation was administered by means of a questionnaire to educators and learners as well as a pre- and a post-test to the latter. The results were used to analyse the role lecture demonstrations play in the conceptual development of grade 12 learners.
dc.publisherNorth-West University
dc.titleThe role of demonstrations in the teaching and learning of natural scienceen
dc.typeThesisen
dc.description.thesistypeMasters


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